QEP is HIP: A Case Study Implementing an Institution-wide Undergraduate Research Community of Practice for a Small, Private College Setting

Piedmont College’s quality enhancement plan (QEP) emphasizes a developmental and progressive integration of high-impact practices (HIPs) into the academic and social fabric of the institution. The QEP is HIP initiative provides students with multiple opportunities to deepen learning and leadership skills, which leads to improvements in student success, persistence, and retention. However, the institution grappled with how to effectively engage students in effective, meaningful research-based experiences. During the 2nd year of its QEP implementation, a campus-wide undergraduate research symposium was launched to showcase students’ research and creative inquiry in an effort to (a) gain full institutional participation in this crucial HIP and (b) offer the underserved student population (defined as ethnic minority, Pell-eligible, and first-generation students) an opportunity to participate in professional socialization and experience faculty mentorship. This case study shows the initial influences of this HIP on student success (in terms of grade point average [GPA]), students’ perceptions of their own learning, students’ persistence (measured with the Grit Scale), and retention from the 2018–2019 to the 2019–2020 academic year. Specifically, this study compared students who presented their research at the undergraduate research symposium to students who did not. While the immediate influence of this HIP on student persistence/perseverance (grit scores) remains undetermined, the retention rates and GPA appear to have been higher for students who presented, in both the dominant and underserved populations. Furthermore, students reported an increase in perceptions of their own learning. These findings are significant and affirm that undergraduate research communities can be considered a HIP for students, including those of underserved populations.

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Transfer Learning Community: Overcoming Transfer Shock and Increasing Retention of Mathematics and Science Majors

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025115621919 ◽

2015 ◽

Vol 19 (3) ◽

pp. 300-316 ◽

Cited By ~ 4

Author(s):

Timothy P. Scott ◽

Sara S. Thigpin ◽

Adrienne O. Bentz

Keyword(s):

Learning Community ◽

Undergraduate Research ◽

Underrepresented Students ◽

Lessons Learned ◽

Retention Rates ◽

Transfer Student ◽

Peer Mentors ◽

Transfer Shock ◽

Grade Point ◽

The University

The College of Science at Texas A&M University developed a transfer student learning community with one 2-year institution after receiving National Science Foundation funds for scholarships to support students majoring in engineering and science. To date, 89% of the students that matriculated to Texas A&M University under this grant have completed their degrees or are on target to do so. Eighty-three percent of historically underrepresented students supported through the grant have completed their degrees. Lessons learned from success of the grant have been implemented to create a mandatory learning community for every incoming transfer student. Hallmarks of the program include an Academic Boot Camp prior to the start of the semester and monthly meetings. Monthly meetings include intentional advising, campus resources, academic policies, access to peer mentors, and introduction to undergraduate research opportunities. Overall retention rates to the university have risen through this expanded learning community, as have overall grade point averages.

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How Well Do Undergraduate Research Programs Promote Engagement and Success of Students?

CBE—Life Sciences Education ◽

10.1187/cbe.10-10-0130 ◽

2011 ◽

Vol 10 (2) ◽

pp. 156-163 ◽

Cited By ~ 34

Author(s):

Marcus Fechheimer ◽

Karen Webber ◽

Pamela B. Kleiber

Keyword(s):

Student Success ◽

Undergraduate Research ◽

Operational Definition ◽

Potential Contribution ◽

Research Experience ◽

Grade Point ◽

University Of Georgia ◽

Institutional Data ◽

The University ◽

The Impact

Assessment of undergraduate research (UR) programs using participant surveys has produced a wealth of information about design, implementation, and perceived benefits of UR programs. However, measurement of student participation university wide, and the potential contribution of research experience to student success, also require the study of extrinsic measures. In this essay, institutional data on student credit-hour generation and grade point average (GPA) from the University of Georgia are used to approach these questions. Institutional data provide a measure of annual enrollment in UR classes in diverse disciplines. This operational definition allows accurate and retrospective analysis, but does not measure all modes of engagement in UR. Cumulative GPA is proposed as a quantitative extrinsic measure of student success. Initial results show that extended participation in research for more than a single semester is correlated with an increase in GPA, even after using SAT to control for the initial ability level of the students. While the authors acknowledge that correlation does not prove causality, continued efforts to measure the impact of UR programs on student outcomes using GPA or an alternate extrinsic measure is needed for development of evidence-based programmatic recommendations.

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Modeling an Effective Program for Latina/o College Student Success

Association of Mexican American Educators Journal ◽

10.24974/amae.11.3.364 ◽

2018 ◽

Vol 11 (3) ◽

pp. 139

Author(s):

Kenneth P. Gonzalez ◽

Vanessa S. Meling

Keyword(s):

Student Success ◽

Analysis Data ◽

College Student Success ◽

Grade Point ◽

Hispanic Serving Institution ◽

Group Data ◽

Focus Group Data ◽

Effective Program ◽

Hispanic Serving

This article presents a case study of the design, implementation, and results of a program developed to increase Latina/o student success at a Hispanic-Serving Institution. A team of university faculty, staff, and administrator researchers drew from four sources of evidence to design and examine the effects of the program, including: (a) longitudinal cohort data, (b) the scholarly literature on Latina/o student success, (c) focus group data with students, and (d) syllabi analysis data. Participants in the program demonstrated increased mid-term grade point average (GPA), end of first-term GPA, and fall-to-fall persistence.

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Exploring Student Success in a Doctoral Program: The Power of Mentorship and Research Engagement

International Journal of Doctoral Studies ◽

10.28945/2291 ◽

2015 ◽

Vol 10 ◽

pp. 323-342 ◽

Cited By ~ 12

Author(s):

Joshua Gisemba Bagaka's ◽

Irina Bransteter ◽

Sarah Rispinto ◽

Natale Badillo

Keyword(s):

Student Success ◽

Doctoral Students ◽

Doctoral Student ◽

Doctoral Program ◽

Retention Rates ◽

Group Discussions ◽

Research Engagement ◽

Program Support ◽

Consistency Measure ◽

Faculty Mentorship

The study explored features of an educational doctoral program that enhances doctoral student success. Doctoral student success is defined broadly to include not only completion and retention rates, but also the ability of the program to produce effective scholars in the field. The study utilized a mixed-method approach, incorporating quantitative and qualitative data from both alumni and current doctoral students. A total of 113 students participated in the survey and another 20 students participated in two parallel focus group discussions. A factor analysis of the 31-item-survey identified six dimensions representing different aspects of the doctoral program with an internal consistency measure of reliability ranging from 0.76 to 0.97. Quantitative and qualitative findings converged in highlighting the importance of Program Support/Program Structure, Advisor Support/Faculty Mentorship, and Research Engagement/Formation of Scholars on doctoral students’ success. These features incorporate effective socialization activities within the program. The study recommends that doctoral programs incorporate research engagement and effective mentorship activities into the program’s structure for sustainable scholarship.

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USING CURRICULAR APPROACHES TO SUPPORT TRANSFER STUDENT SUCCESS IN UNDERGRADUATE RESEARCH

10.1130/abs/2017am-308643 ◽

2017 ◽

Author(s):

Michael Guidry ◽

Keyword(s):

Student Success ◽

Undergraduate Research ◽

Transfer Student

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Global Initiative for Stress and Trauma Treatment - Traumatic Stress Relief training for allied and para-professionals to treat traumatic stress in underserved populations: a case study

European Journal of Trauma & Dissociation ◽

10.1016/j.ejtd.2021.100229 ◽

2021 ◽

pp. 100229

Author(s):

Adeline Pupat ◽

Anne Dewailly ◽

Fanny Guidot ◽

Yvonne Duagani ◽

Elizabeth Kawesa ◽

...

Keyword(s):

Traumatic Stress ◽

Underserved Populations ◽

Stress Relief ◽

Trauma Treatment ◽

Global Initiative

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Promoting divergent leadership philosophies to improve student success outcomes for black and brown students in higher education

Multicultural Learning and Teaching ◽

10.1515/mlt-2020-0013 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Nicholas Petty ◽

Dakota King-White ◽

Tachelle Banks

Keyword(s):

Higher Education ◽

United States ◽

Student Success ◽

Baccalaureate Degree ◽

The United States ◽

Retention Rates ◽

Completion Rates ◽

Marginalized Groups ◽

Support Students

Abstract Throughout the United States there are millions of Black and Brown students starting the process of attending college. However, research indicates that students from traditionally marginalized groups are less likely than their counterparts to complete the process and graduate college (Shapiro et al., 2017). While retention rates for students from traditionally marginalized backgrounds continue to decline, universities are beginning to pay attention to the needs of this population in search of ways of better supporting them. The examination of these factors may also inform programmatic adjustments, leadership philosophies, and future practices to help retain students and lead to eventual completion of a baccalaureate degree. In this article, the authors review the literature to explore factors that can affect Black and Brown students’ completion rates in higher education. By reviewing the literature and the factors impacting Black and Brown students, the authors share with readers initiatives at one university that are being used to support students from a strengths-based approach.

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Improving music teaching and learning through online service: A case study of a synchronous online teaching internship

International Journal of Music Education ◽

10.1177/0255761415613534 ◽

2016 ◽

Vol 35 (1) ◽

pp. 107-117 ◽

Cited By ~ 4

Author(s):

Pamela D. Pike

Keyword(s):

Service Learning ◽

Music Education ◽

Online Teaching ◽

Teaching And Learning ◽

Underserved Populations ◽

Distance Teaching ◽

Service Learning Projects ◽

Musical Understanding ◽

Synchronous Online

This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns developed teaching techniques, displayed improved comprehension of course content, learned about current distance teaching technology, and considered the role of music education in society. Based on these results, it might be feasible to provide piano lessons to underserved populations in remote locations while offering meaningful internship experiences to pedagogy students through distance service-learning projects.

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