scholarly journals An Initiative to Broaden Diversity in Undergraduate Biomathematics Training

2010 ◽  
Vol 9 (3) ◽  
pp. 241-247 ◽  
Author(s):  
Gregory Goins ◽  
Mingxiang Chen ◽  
Catherine White ◽  
Dominic Clemence ◽  
Thomas Redd ◽  
...  
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Academic Career ◽  
Community Support ◽  
Underrepresented Minorities ◽  
State University ◽  
Underrepresented Minority ◽  
Underrepresented Minority Students ◽  
Academic Courses ◽  
The Many

At North Carolina A&T State University (NCATSU), there was a critical need to better coordinate genuine research and classroom experiences for undergraduates early in their academic career. We describe the development and implementation of a faculty alliance across academic departments to increase biomathematics research opportunities for underrepresented minorities. Our faculty alliance is called the Integrative Biomathematical Learning and Empowerment Network for Diversity (iBLEND). The fundamental purpose of the iBLEND alliance was to inspire underrepresented minorities to pursue research careers by increasing the visibility of research conducted at the interface of mathematics and biology at NCATSU. Because of the many positive impacts, iBLEND gained significant buy-in from administration, faculty, and students by 1) working from the ground up with administration to promote campus-wide biomathematics research and training, 2) fostering associations between research and regular undergraduate academic courses, 3) creating and disseminating biomathematics teaching and learning modules, and 4) enhancing learning community support at the interface of mathematics and biology. Currently, iBLEND is viewed as a productive site for graduate schools to recruit underrepresented minority students having specific competencies related to mathematical biology.

An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students

2015 ◽  
Vol 39 (3) ◽  
pp. 158-166 ◽  
Author(s):  
Saramarie Eagleton
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Community Support ◽  
First Year ◽  
Learning Effectiveness ◽  
Anatomy And Physiology ◽  
Learning Satisfaction ◽  
Use Of Technology ◽  
Teaching Anatomy ◽  
Physiology Students

Lecturers have reverted to using a “blended” approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also “grade oriented” rather than “learning oriented” as they indicated that they were more concerned about results than “owning” the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology.

Minority Recruitment and Retention Among Gifted Students

2017 ◽  
pp. 26-41
Author(s):  
Chandra A. Stallworth ◽  
Ken D. Thomas
Keyword(s):  
Higher Education ◽  
Minority Students ◽  
Gifted Students ◽  
Underrepresented Minorities ◽  
Underrepresented Minority ◽  
Academic Goals ◽  
National Goal ◽  
Honors College ◽  
Underrepresented Minority Students ◽  
School Year

Consistent with the national goal implemented by our current government, Auburn University is also working to recruit and retain underrepresented minorities in higher education. The rationale for this is simple, that is to allow a greater advantage when competing against others. One of the ways to foster this competition is by nurturing our gifted underrepresented minority students. In the 2010-2011 school year, the Honors College, which serves as a gateway for underrepresented minority students, developed a distinct focus on helping our students reach and their educational/academic goals. Within this paper we will go over some of the steps we have begun to take to reach our goal, in addition to future plans we have to continue these efforts.

Increasing the Recruitment and Retention of Historically Underrepresented Minority Students in Higher Education

1998 ◽  
Vol 7 (3) ◽  
pp. 39-48 ◽  
Author(s):  
Terry Irvine Saenz ◽  
Toya A. Wyatt ◽  
John C. Reinard
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Minority Students ◽  
State University ◽  
Underrepresented Minority ◽  
Underrepresented Minority Students ◽  
Recruitment And Retention ◽  
Dynamic Relationship ◽  
Communicative Disorders ◽  
University Training

There is a need for more bilingual and/or minority speech-language pathologists to serve an increasingly diverse population. To recruit and retain minority students, faculty in university training programs should increase their awareness of minority students’ needs and expectations. This paper reviews the literature pertaining to the factors relating to minority students’ success in higher education and reports the results of a survey designed to assess students’ perceptions of factors related to academic success. It also delineates how faculty of the Department of Communicative Disorders at California State University, Fullerton, used these results to improve the recruitment and retention of minority students. Because there is a dynamic relationship between faculty, students, and institutional requirements, other communicative disorders departments are encouraged to use this survey to better understand and respond to their students’ needs.

Teaching and Learning Fused through Digital Technologies

2014 ◽  
pp. 71-85 ◽  
Author(s):  
Xiaohong Yang
Keyword(s):  
Learning Community ◽  
Learning Process ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Social Discourse ◽  
Essay Writing ◽  
Hybrid Course ◽  
Term Paper ◽  
The Many ◽  
Open Nature

The invisibility of the many in university classroom instruction sounds anachronistic in the age of the Internet, where learning is made meaningful by personal drives, personal choices, and personal possessions of learners. Reported here is a reconstructive effort at integration of teaching and learning by exploring the open nature and availability of the read/write Web in a pedagogic, hybrid course in China. This chapter is based on three key ideas: (1) learning community, (2) iterative learning process, and (3) reconstruction of personal conceptualizations through the dynamics of social discourse. By embodying target knowledge in the learning process, intuitive and reasoning powers of individual learners were shaped into primary driving forces through selective reading, classification tasks, and essay writing. In the intensive multi-level dialogues that followed, students reconstructed their personal conceptualizations of target knowledge, learning, and self-concepts, which were consolidated and developed further through monthly reflections and a term paper.

scholarly journals Supplemental Instruction in Introductory Biology I: Enhancing the Performance and Retention of Underrepresented Minority Students

2007 ◽  
Vol 6 (3) ◽  
pp. 203-216 ◽  
Author(s):  
Kenneth A. Rath ◽  
Alan R. Peterfreund ◽  
Samuel P. Xenos ◽  
Frank Bayliss ◽  
Nancy Carnal
Keyword(s):  
San Francisco ◽  
Supplemental Instruction ◽  
State University ◽  
Underrepresented Minority ◽  
Introductory Biology ◽  
Underrepresented Minority Students ◽  
Student Misconceptions ◽  
Biology I ◽  
Laboratory Component ◽  
Course Material

Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers.

scholarly journals Exposure to Atmospheric Science in Courses at Minority-Serving Institutions

2017 ◽  
Vol 98 (4) ◽  
pp. 673-679
Author(s):  
David MacPhee
Keyword(s):  
Atmospheric Science ◽  
Human Dimensions ◽  
Policy Implications ◽  
Underrepresented Minorities ◽  
Science Careers ◽  
Underrepresented Minority ◽  
Human Environment ◽  
Underrepresented Minority Students ◽  
And Mathematics ◽  
Minority Serving Institutions

ABSTRACT One remedy proposed for the shortage of underrepresented minorities (URMs) in atmospheric science is greater collaboration between graduate programs in atmospheric science and minority-serving institutions (MSIs). However, if URMs have few opportunities to take relevant coursework at MSIs, then they are unlikely to pursue graduate study in atmospheric science and other science, technology, engineering, and mathematics (STEM) disciplines. An earlier perusal of MSIs indicated that such opportunities were limited, but in the present study, a content analysis of courses offered at 180 MSIs found that 91% offered at least one course including content on atmospheric science, and that 4-yr institutions typically offered nearly four such courses. URMs who gravitate to atmospheric science careers also are influenced by courses that are inquiry based, relevant to their experiences, and emphasize discussion of implications for climate change and public policy. Half of the MSI courses related to atmospheric science at 4-yr universities incorporated some content on human–environment relationships and 11.4% focused on policy implications. Thus, most MSIs do provide opportunities for underrepresented minority students to delve into atmospheric science as well as the human dimensions of geosciences more broadly.

scholarly journals Test Corrections Appear To Benefit Lower-Achieving Students in an Introduction to Biology Major Course: Results of a Single-Site, One-Semester Study

2021 ◽  
Author(s):  
Kyeorda Kemp
Keyword(s):  
Active Learning ◽  
Minority Students ◽  
Teaching And Learning ◽  
Single Site ◽  
Underrepresented Minority ◽  
Feedback Process ◽  
Underrepresented Minority Students

Student-performed assessment correction is a well-established practice in the field of teaching and learning. This practice engages students in the feedback process and promotes active learning, which may be particularly important when serving underrepresented minority students.

scholarly journals The Design and Implementation of a Mathematics Learning Community

2019 ◽  
Vol 8 (3) ◽  
pp. 77
Author(s):  
Alexandra Kurepa
Keyword(s):  
Learning Community ◽  
Undergraduate Students ◽  
Mathematics Learning ◽  
National Science Foundation Grant ◽  
Underrepresented Minority ◽  
Negative Effects ◽  
Advanced Degrees ◽  
Student Centered Learning ◽  
Underrepresented Minority Students ◽  
Design And Implementation

We describe the design and implementation of the Mathematics Learning Community structured as a cohort-based and faculty-mentored group composed mostly of underrepresented minority students in mathematics. The Mathematics Learning Community’s goals are: (i) to increase the number students majo National Science Foundation grant award ring in mathematics at both the undergraduate and graduate levels, (ii) to improve the retention and completion rates, and (iii) to increase the number of students pursuing advanced degrees in mathematics.   The design is innovative in a number of ways including its focus on a single discipline, its inclusion of both graduate and undergraduate students in the same learning community, and the use of student vertical tutoring, and faculty mentoring, among other things. The inclusion of upper-level students appears to have reduced the unintended negative effects of typical student-centered learning communities. Although, the program is relatively new, the Mathematics Learning Community has been successful by a number of different measures.

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