Predictors of Economically Disadvantaged Vertical Transfer Students' Academic Performance and Retention: A Scoping Review

2021 ◽  
pp. 152102512110311
Author(s):  
Neshat Yazdani ◽  
Leigh S. McCallen ◽  
Lindsay T. Hoyt ◽  
Joshua L. Brown
Keyword(s):  
Academic Performance ◽  
Transfer Students ◽  
Postsecondary Education ◽  
Scoping Review ◽  
Education System ◽  
Economically Disadvantaged ◽  
Bachelor's Degree ◽  
Future Research ◽  
First Year ◽  
Vertical Transfer

Approximately 30% of students who enter the postsecondary education system do so through 2-year colleges. The majority of these students intend to earn a bachelor's degree, but most leave college before earning a diploma from a 4-year institution. The discrepancy between bachelor's degree aspirations and degree attainment rates of students who enter through 2-year colleges suggests that vertical transfer students—those who transfer from 2- to 4-year colleges—face unique obstacles to academic performance and retention that affect their likelihood of earning a bachelor's degree. Similar barriers exist for economically disadvantaged students, who may be more likely to enter the postsecondary education system through 2-year colleges. This scoping review synthesizes the literature on factors influencing economically disadvantaged vertical transfer students' academic performance in the first year posttransfer and retention between the first and second year posttransfer. Implications for 2- and 4-year institutions and recommendations for future research are discussed.

26 Supporting the Transition to Postsecondary for Students with Mental Health Conditions: A Scoping Review

2021 ◽  
Vol 26 (Supplement_1) ◽  
pp. e19-e21
Author(s):  
Dan Devoe ◽  
Thomas Lange ◽  
Pauline MacPherson ◽  
Dillon Traber ◽  
Rosemary Perry ◽  
...  
Keyword(s):  
Mental Health ◽  
Postsecondary Education ◽  
Scoping Review ◽  
Life Stage ◽  
Subject Area ◽  
Health Conditions ◽  
Future Research ◽  
Level Of Evidence ◽  
Cross Sectional ◽  
Mental Health Conditions

Abstract Primary Subject area Mental Health Background The transition from high school to postsecondary is a critical milestone for independence and empowerment. This life stage frequently coincides with the emergence of most mental health conditions (MHCs). Without adequate support to assist with the transition to postsecondary education, the mental health of arriving students with existing MHCs is likely to decline or remain unmet. Declining mental health is strongly associated with students withdrawing from both secondary and postsecondary education. However, a scoping review of interventions aiming to support youth with MHCs transition to postsecondary has not been conducted. Objectives The objectives of this scoping review were to identify: (1) researched interventions that support youth with MHCs during the transition to postsecondary; (2) best practices used to support this transition; (3) methods of evaluating these interventions and any limitations; and (4) gaps where future research is warranted. Design/Methods A database search of MEDLINE, PsycINFO, Embase, SocINDEX, ERIC, CINHAL, and Education Research Complete was undertaken. Two reviewers independently screened studies and extracted the data. Thematic analysis and risk-of-bias assessment were conducted on included studies. Results Nine studies were included in this review, describing eight unique interventions (Figure 1). Sixty-two percent of interventions were nonspecific in the MHCs that they were targeting in postsecondary students. These interventions were designed to support students upon arrival to postsecondary. Peer mentorship, student engagement, and interagency collaboration were found to be beneficial approaches to supporting youth transitioning into postsecondary (Table 1). The overall quality and level of evidence in these studies was low. Three knowledge gaps were found: evidence was not generalizable to the diversity of MHCs, intervention studies were mostly cross-sectional in nature and lacked follow-up data, and sustaining intervention funding remained a challenge for postsecondary institutions. Conclusion The volume of research identified was limited but indicated overall that offering support during the transition to postsecondary was beneficial for students with MHCs. Further evidence is needed that is generalizable across the mental health spectrum, and that assesses intervention outcomes in relation to intervention costs.

scholarly journals Predicting the Persistence of Undeclared First-Year and Transfer Students

2019 ◽  
Vol 22 (2) ◽  
Author(s):  
Sandra L. Dika ◽  
Kristina Siarzynski-Ferrer ◽  
Kristen Galloway ◽  
Mark M. D'Amico
Keyword(s):  
Transfer Students ◽  
Significant Proportion ◽  
Academic Major ◽  
Early College ◽  
Future Research ◽  
First Year ◽  
Research Institution ◽  
Early Experiences ◽  
Negative Effect ◽  
Four Year Institutions

A significant proportion of students enter four-year institutions without declaring an academic major, and institutions have developed targeted advising and services to help these students select careers and persist to graduation. Previous research is dated and inconclusive about whether enrolling as undeclared has a negative effect on persistence, and there is little information about which pre-college attributes and early college experiences may serve as positive predictors of persistence for this student population. Utilizing a sample of 585 entering undeclared first-year and transfer students at a four-year public research institution, this study explores how well pre-entry attributes, early experiences, and integration predict persistence from initial enrollment to the third semester. Implications for future research and advising practices are discussed.

scholarly journals The Characteristics of Post-Intensive Care Syndrome to Inform Occupational Therapy Practice During the Post-Intensive Care Period: A Systematic Scoping Review.

2021 ◽  
Author(s):  
Zoe Heiniger ◽  
Susan Brandis
Keyword(s):  
Intensive Care ◽  
Critical Illness ◽  
Scoping Review ◽  
Occupational Therapists ◽  
Future Research ◽  
First Year ◽  
Intensive Care Treatment ◽  
Eligibility Criteria ◽  
Post Intensive Care Syndrome ◽  
Care Period

Abstract Background: As the demand for intensive care treatment increases, so too does the number of people surviving critical illness. Since 2010, the term “post-intensive care syndrome” has been used to describe the constellation of new or worsening physical, cognitive, and psychological impairments that persist after intensive care discharge. This review aimed determine the characteristics of PICS present during the first year following discharge from the ICU to inform occupational therapists working with this population during the post-intensive care period. Methods: A systematic scoping review has been conducted according to the PRISMA-ScR Checklist. Seven key databases were searched from inception to 2020. A single reviewer screened available literature against eligibility criteria then cross-checked by a second reviewer. Data were abstracted from relevant publications and results were narratively synthesised through application of a biopsychosocial model.Results: Twenty-five studies were identified for inclusion. Characteristics were categorised as biological, psychological, or social and contextual. Overarching outcomes were also considered. Results demonstrated that characteristics were complex and interwoven between domains. Results were grouped into four key themes: 1) An increased worldwide demand for intensive care, 2) ADL performance, 3) HRQOL, and 4) Consideration of social and contextual characteristics. No studies were found to detail the role of occupational therapists working with post-intensive care survivors.Conclusions: The complex and interwoven nature of post-intensive care syndrome highlights the need to consider a holistic rehabilitation approach. Considering the COVID-19 pandemic, occupational therapists have the potential to play an increased role during the post-intensive care period to reduce the global healthcare burden and improve patient outcomes. Future research is needed to determine the best model of care to support occupational therapists working with survivors of critical illness.Trial Registration: NA

Postsecondary Education Programs on College Campuses Supporting Adults With Intellectual and Developmental Disabilities in the Literature: A Scoping Review

2020 ◽  
Vol 43 (4) ◽  
pp. 195-208
Author(s):  
Mary L. Whirley ◽  
Carly B. Gilson ◽  
Christina M. Gushanas
Keyword(s):  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Scoping Review ◽  
College Campuses ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Inclusion Criteria ◽  
Online Databases ◽  
Increasing Trend ◽  
Education Opportunity

Postsecondary education (PSE) programs for young adults with intellectual and developmental disabilities (IDDs) have increased steadily since the passage of the Higher Education Opportunity Act. The purpose of this scoping review was to explore a decade of research pertaining to PSE programs for students with IDDs on college campuses. Online databases were examined. Hand searches were completed to identify studies released from 2008 to 2018 about PSE programs offered on college campuses. Sixty-eight studies met inclusion criteria: 43 peer-reviewed articles across 26 interdisciplinary journals and 25 dissertations across 20 universities. This review identified an increasing trend in research on PSE programs on college campuses. Suggestions for future research and implications for stakeholders were discussed.

scholarly journals From students to leaders: evaluating the impact on academic performance, satisfaction and student empowerment of a pilot PAL programme among first year students and second year leaders

2015 ◽  
Author(s):  
Stacey Scriver ◽  
Amber Walsh Olesen ◽  
Eoghan Clifford
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Future Research ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
National University ◽  
Directed Learning ◽  
Performance Satisfaction ◽  
The Impact

This paper evaluates the pilot year of the CÉIM PAL initiative at the National University of Ireland Galway through analysis of examination results, student surveys and the reflections of two students who participated as first year students in the pilot year and subsequently as student leaders in year two. The paper considers the impact of attendance at sessions on academic performance, student satisfaction with the programme, and evaluates the extent to which the initiative has assisted students to become more empowered learners as expressed through the development of self-directed learning, growth in educational self-efficacy, and confidence in navigating the learning environment. Recommendations are also made for developing the CÉIM initiative, which may be relevant to other PAL programmes and for determining the direction of future research.

A Cohort study to compare Admission criteria and Academic performance among preclinical students at The Copperbelt University School of Medicine: complete enumeration (Preprint)

2019 ◽  
Author(s):  
Andrew Mwila
Keyword(s):  
Academic Performance ◽  
Cohort Study ◽  
Clinical Medicine ◽  
Average Score ◽  
First Year ◽  
Admission Criteria ◽  
Biomedical Sciences ◽  
Dental Surgery ◽  
School Of Medicine ◽  
Better Than

BACKGROUND The Copperbelt University is the second public University in Zambia. The School of Medicine has four major programs namely; Bachelor of Medicine and Surgery, Bachelor of Dental Surgery, Bachelor of Clinical Medicine and Bachelor of Biomedical sciences. The Copperbelt University School of Medicine runs a five-year training program for both the BDS and the MBCHB programs. Students are admitted into the Medical school after successfully completing their first year at the Main campus in the School of Natural Sciences with an average of 4 B grades or higher (B grade is a mark of 65 to 74%). OBJECTIVE The study was done to determine the association between admission criteria and academic performance among preclinical students. Hence, the study compares the academic performance among preclinical students admitted into the Bachelor of Dental Surgery and Bachelor of Medicine and Surgery at the Copperbelt University School of Medicine. METHODS This is a retrospective cohort study conducted at Michael Chilufya Sata School of medicine Campus. A pilot study was conducted with 30 BDS and 30 MBCHB students and the obtained information helped determine the sample size. SPSS was used to analyze the data. The study period lasted approximately 7 weeks at a cost of K1621. RESULTS In 2014, there was an improvement in average performance between 2nd and 3rd year for each program. An average score of 15.4 (SD 4.2) was obtained in 3rd year compared to 12.8 (SD 4.9) in 2nd year (p<0.001). Meanwhile, 3rd MB ChB mean score was 12.6 (SD 3.7) compared to 10.7 (SD 3.6) in 2nd years (p<0.05). However, in 2016, both programs, 3rd year mean scores were lower than 2nd year (MB ChB 2nd year mean score was 12.0 (SD 4.3) compared to 3rd year with a mean score of 9.5 (SD 4.5), p<0.001; BDS 2nd year mean score was 10.6 (SD 4.0) compared to 3rd year mean score of 8.2 (SD 3.4), p<0.01. On average MB ChB students performed better than BDS students in all the years (p<0.05), except in 2016 when the results were comparable. CONCLUSIONS Results from the study shows that entry criteria has a correlation to academic performance as students admitted with higher grades perform much better than those with lower grades.

scholarly journals Performance in grade 12 mathematics and science predicts student nurses’ performance in first year science modules at a university in the Western Cape

Curationis ◽  
2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Katlego D.T. Mthimunye ◽  
Felicity M. Daniels
Keyword(s):  
South Africa ◽  
Academic Performance ◽  
Predictive Validity ◽  
Life Science ◽  
Student Nurses ◽  
First Year ◽  
Western Cape ◽  
Cross Sectional ◽  
Mathematics And Science ◽  
First Year Student

Background: The demand for highly qualified and skilled nurses is increasing in South Africa as well as around the world. Having a background in science can create a significant advantage for students wishing to enrol for an undergraduate nursing qualification because nursing as profession is grounded in scientific evidence.Aim: The aim of this study was to investigate the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules.Method: A quantitative research method using a cross-sectional predictive design was employed in this study. The participants included first year Bachelor of Nursing students enrolled at a university in the Western Cape, South Africa. Descriptive and inferential statistics were performed to analyse the data by using the IBM Statistical Package for Social Sciences versions 24. Descriptive analysis of all variables was performed as well as the Spearman’s rank correlation test to describe the relationship among the study variables. Standard multiple linear regressions analysis was performed to determine the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules.Results: The results of this study showed that grade 12 physical science is not a significant predictor (p > 0.062) of performance in first year science modules. The multiple linear regression revealed that grade 12 mathematics and life science grades explained 37.1% to 38.1% (R2 = 0.381 and adj R2 = 0.371) of the variation in the first year science grade distributions.Conclusion: Based on the results of the study it is evident that performance in grade 12 mathematics (β = 2.997) and life science (β = 3.175) subjects is a significant predictor (p < 0.001) of the performance in first year science modules for student nurses at the university identified for this study.

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