scholarly journals Undergraduate Research Communities for Transfer Students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Donna Chamely-Wiik ◽  
Evelyn Frazier ◽  
Daniel Meeroff ◽  
Jordan Merritt ◽  
William R Kwochka ◽  
...  
Keyword(s):  
Academic Success ◽  
Transfer Students ◽  
Undergraduate Research ◽  
Academic Research ◽  
Research Network ◽  
University Of Central Florida ◽  
Retention Model ◽  
New Model ◽  
Retention Models ◽  
Central Florida

Transfer students face many challenges integrating into a 4-year college that affect their retention and success, yet very little research has documented how to create wraparound programming to support them. There remains a need to establish retention models that are adaptable and can serve a variety of students and institutions. The Learning Environment and Academic Research Network (LEARN) Consortium, a partnership of Florida Atlantic University, University of Central Florida, and Western Carolina University whose focus is on engagement in undergraduate research, addressed this need by developing and testing T-LEARN, a new model for a sustainable science, technology, engineering, and mathematics (STEM) retention program specifically for transfer students who have transitioned to a university setting after receiving their associate’s degree at a community college. The new model was developed by adapting a successful retention model for 1st-year students at the University of Central Florida centered around three main pillars: (1) academics/research, (2) mentoring, and (3) community building. In this paper, we describe the development of the T-LEARN model, outline the adaptations made to accommodate the specific needs of transfer students, and present 3 years of implementation data we analyzed to determine what factor(s) most impact transfer student retention and success. Our findings indicate that T-LEARN students’ involvement in research during their 1st year was the most significant factor within the T-LEARN program that contributed to their academic success. Additionally, the majority of these students had continued to do research with the same LEARN program faculty mentor 1 year after the program ended.

scholarly journals ACRL candidates for 2018: A look at who’s running

2018 ◽  
Vol 79 (1) ◽  
pp. 25
Author(s):  
Association Of College & Research Libraries
Keyword(s):  
Social Sciences ◽  
State University ◽  
University Of Central Florida ◽  
Research Education ◽  
Central Florida ◽  
Reference Services ◽  
Louisiana State University ◽  
Associate Dean ◽  
E Learning ◽  
The University

Penny Beile is associate director for research, education, and engagement at the University of Central Florida, a position she has held since 2013. Prior to this, Beile served as head of the Curriculum Materials Center and interim head of reference services at the University of Central Florida (1998–2013), as head of education resources and social sciences reference librarian at Louisiana State University (1994–98), and as social sciences reference librarian at Miami (OH) University (1992–94).Karen Munro is associate dean of libraries, learning, and research services at Simon Fraser University, a position she has held since 2017. Prior to this, Munro served as head of the Portland Library and Learning Commons at the University of Oregon (2008–17), as e-learning librarian at the University of California-Berkeley (2005–08), and as literature librarian at the University of Oregon (2002–05).

scholarly journals Transfers from College to One Ontario University: A Four-Year Outcome Study

2015 ◽  
Vol 45 (1) ◽  
pp. 18-36
Author(s):  
Jo Stewart ◽  
Felice Martinello
Keyword(s):  
Academic Success ◽  
Transfer Students ◽  
Policy Implications ◽  
Outcome Study ◽  
College Transfer ◽  
Follow Up Study ◽  
Academic Suspension ◽  
Students First ◽  
College Transfer Students

In this follow-up study, college students who transferred to one Ontario university in 2008–2009 were compared to non-transfer students using several different measures of academic success at university. When compared to non-transfer students, college transfer students earned fewer credits each year, had lower GPAs, and were less able to earn credits from course attempts. The differences were small for students’ first and second years but larger in years three and four. Despite the lower GPA, college transfer students were not more likely than non-transfer students to be eligible for academic suspension. College transfer students also attempted fewer courses and were much less likely to persist to Year 4. By spring 2012 (after four years of university), the college transfer students were more likely than non-transfer students to have graduated, but their degree of choice was a 15-credit three-year degree (as opposed to a 20-credit four-year honours or non-honours degree). Policy implications are discussed.  

EXPRESS: Toward Temporally Complex Collaboration in an Interorganizational Research Network

2021 ◽  
pp. 147612702110429
Author(s):  
Sirkka L Jarvenpaa ◽  
Liisa Valikangas
Keyword(s):  
Academic Research ◽  
Research Network ◽  
Interorganizational Networks ◽  
Agile Method ◽  
Joint Research ◽  
Research Results ◽  
Business Ecosystems ◽  
Narrative Time ◽  
Collective Benefit

Prior research suggests interorganizational collaboration faces temporal challenges but also opportunities yet is scarce on the role of time enabling – more often deterring - collaboration for collective benefit. Our contribution is highlighting how a large industry-academic research network developed temporally complex collaboration through varying temporal rules and relationships. The three network-developed collaborative repertoires, with their particular temporal rules and relationships, complemented the externally imposed calendar repertoire: (1) sprint repertoire, following a familiar agile method for joint research, (2) narrative time repertoire, enabling sharing research results across various events at the program level, and (3) “right” time repertoire that turned research results into action in emerging business ecosystems. With these collaborative repertoires, both the temporal diversities of home organizations and the asynchronies of the network activities were resolved for collective benefit. We contribute to the intersection of the literatures on interorganizational networks and temporality as befitting collaboration.

Religion and Political Innovation in Ancient MesoamericaThis chapter was a result of research carried out through a Religion and Innovation in Human Affairs (RIHA) grant from The Historical Society (funded by the John Templeton Foundation). We would especially like to thank the RIHA programme leader and editor of this volume, Donald Yerxa, who offered advice, encouragement and good humour throughout the project. We would also like to thank the people of the lower Río Verde Valley for their friendship and assistance through the years as well as the Consejo de Arqueología and Centro INAH Oaxaca of the Mexican Instituto Nacional de Antropología e Historia. Additional funding for our archaeological research discussed in this chapter has been provided by grants from the following organizations: National Science Foundation (grants BNS-8716332, BCS-0096012, BCS-0202624, BCS-1123388, BCS-1123377), Foundation for the Advancement of Mesoamerican Studies (#99012 with Stacie King), National Geographic Society (grant 3767-88), Wenner-Gren Foundation (GR. 4988), University of Colorado at Boulder (CARTSS, CRCW, Norton Anthropology Fund, and Dean’s Fund for Excellence), University of Central Florida Office of Research and Commercialization’s In-House grant and start-up fund, Vanderbilt University Research Council and Mellon Fund, Fulbright Foundation, H. John Heinz III Charitable Trust, Explorers Club, Sigma Xi, Association for Women in Science, Women’s Forum Foundation of Colorado, Colorado Archaeological Society and Rutgers University.

2015 ◽  
Keyword(s):  
Women In Science ◽  
National Geographic Society ◽  
University Of Central Florida ◽  
Central Florida ◽  
National Geographic ◽  
University Of Colorado ◽  
Rutgers University ◽  
The People ◽  
Start Up ◽  
Additional Funding

scholarly journals Participatory governance over research in an academic research network: the case of Diabetes Action Canada

BMJ Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. e026828 ◽  
Author(s):  
Donald J Willison ◽  
Joslyn Trowbridge ◽  
Michelle Greiver ◽  
Karim Keshavjee ◽  
Doug Mumford ◽  
...  
Keyword(s):  
Clinical Care ◽  
Academic Research ◽  
Digital Data ◽  
Research Network ◽  
Data Governance ◽  
Data Repositories ◽  
Continuous Quality ◽  
Policies And Procedures ◽  
Wide Range ◽  
Governance Process

Digital data generated in the course of clinical care are increasingly being leveraged for a wide range of secondary purposes. Researchers need to develop governance policies that can assure the public that their information is being used responsibly. Our aim was to develop a generalisable model for governance of research emanating from health data repositories that will invoke the trust of the patients and the healthcare professionals whose data are being accessed for health research. We developed our governance principles and processes through literature review and iterative consultation with key actors in the research network including: a data governance working group, the lead investigators and patient advisors. We then recruited persons to participate in the governing and advisory bodies. Our governance process is informed by eight principles: (1) transparency; (2) accountability; (3) follow rule of law; (4) integrity; (5) participation and inclusiveness; (6) impartiality and independence; (7) effectiveness, efficiency and responsiveness and (8) reflexivity and continuous quality improvement. We describe the rationale for these principles, as well as their connections to the subsequent policies and procedures we developed. We then describe the function of the Research Governing Committee, the majority of whom are either persons living with diabetes or physicians whose data are being used, and the patient and data provider advisory groups with whom they consult and communicate. In conclusion, we have developed a values-based information governance framework and process for Diabetes Action Canada that adds value over-and-above existing scientific and ethics review processes by adding a strong patient perspective and contextual integrity. This model is adaptable to other secure data repositories.

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