scholarly journals Increasing Undergraduate Success: A Randomized Controlled Trial of U-Pace Instruction

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Raymond Fleming ◽  
Laura E. Pedrick ◽  
Leah Stoiber ◽  
Sarah Kienzler ◽  
Ryan R. Fleming ◽  
...  
Keyword(s):  
At Risk ◽  
Academic Success ◽  
Controlled Trial ◽  
Instructional Condition ◽  
Face To Face ◽  
Concept Mastery ◽  
Final Grades ◽  
Face To Face Instruction ◽  
Not At Risk ◽  
Undergraduate Success

U-Pace instruction, comprised of concept mastery and amplified assistance, has shown promise in increasing undergraduate success. To evaluate the efficacy of U-Pace instruction for students at-risk for college non-completion and students not at-risk and to determine whether concept mastery, amplified assistance, or both U-Pace components are responsible for the greater learning associated with U-Pace instruction, an experiment was conducted with four instructional conditions (U-Pace, Concept Mastery, Amplified Assistance, and Face-to-Face). At a public university, 914 undergraduates (576 at-risk) participated. U-Pace instruction produced greater learning than the comparisons. Additionally, U-Pace instruction produced greater academic success than Face-to-Face instruction. The percentage of final grades of A or B did not differ for Concept Mastery, Amplified Assistance, and U-Pace students. No interaction between instructional condition and risk status was found for final grades or learning. The efficacy of U-Pace instruction for both at-risk students and students not at-risk was supported.     

scholarly journals Prospective trial to evaluate the prognostic value of different nutritional assessment scores for survival in pancreatic cancer surgery

2021 ◽  
Vol 108 (Supplement_4) ◽  
Author(s):  
P Probst ◽  
M Heckler ◽  
T Hackert ◽  
P Knebel ◽  
M W Büchler ◽  
...  
Keyword(s):  
Pancreatic Cancer ◽  
At Risk ◽  
Overall Survival ◽  
Global Assessment ◽  
Nutritional Assessment ◽  
Controlled Trial ◽  
Prospective Trial ◽  
Subjective Global Assessment ◽  
Assessment Scores ◽  
Not At Risk

Abstract Objective Malnutrition is associated with poor survival in pancreatic cancer patients. Nutritional scores show great heterogeneity diagnosing malnutrition. The aim of this study was to find the score best suitable to identify patients with malnutrition related to worse survival after surgery for PDAC. Methods Risk of malnutrition was evaluated preoperatively using twelve nutritional assessment scores. Patients were followed-up prospectively for at least 3 years. Patients at risk for malnutrition were compared to those not at risk according to each score using Kaplan Meier survival statistics. Results A total of 116 Patients receiving a PDAC resection in curative intent were included. Malnutrition according to the Subjective Global Assessment score (SGA), the Short Nutritional Assessment Questionnaire (SNAQ) and the INSYST2 score was associated with worse overall survival (SGA: at-risk: 392 days; not at-risk: 942 days; p = 0.001; SNAQ: at-risk: 508 days; not at-risk: 971 days; p = 0.027; INSYST2: at-risk: 538 days; not at risk: 1068; p = 0.049). In the multivariate analysis SGA (HR of death 2.22, 95% CI 1.37-3.6, p = 0.002) was associated with worse overall survival. Conclusion Malnutrition as defined by the Subjective Global Assessment is independently associated with worse survival in resected PDAC patients. The SGA should be used to stratify PDAC patients in clinical studies. If severely malnourished patients according to the SGA profit from intensified nutritional therapy should be evaluated in a randomized controlled trial.

scholarly journals Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction

2021 ◽  
Vol 13 (21) ◽  
pp. 12248
Author(s):  
Hanadi Mohamed AbdelSalam ◽  
Maura A. E. Pilotti ◽  
Omar J. El-Moussa
Keyword(s):  
Academic Success ◽  
General Education ◽  
Test Performance ◽  
Math Education ◽  
Face To Face ◽  
Online Mode ◽  
Sustainable Education ◽  
Face To Face Instruction ◽  
General Education Courses ◽  
Education Courses

The present study was driven by the assumption that a key feature of sustainable education is its ability to preserve standards of quality even amid unforeseen, potentially disruptive events. It asked whether students’ academic success in math general education courses differed between synchronous online (during the COVID-19 pandemic) and face-to-face (before the pandemic), under the ancillary assumption that computational competency, a pillar of sustainable education, shapes enduring success in a variety of professional fields. As the early identification of at-risk students and ensuing remedial interventions can bring about academic success, the study also investigated the predictive validity of students’ initial performance in online and face-to-face math courses. Two general education courses (introductory calculus and statistics), taught by the same instructor, were selected. Class grades did not differ between instructional modes, thereby providing no evidence for the widespread concern that the switch to the online mode had damaged learning. Yet, during the semester, test and homework performance were differentially sensitive to modes of instruction. Furthermore, both test and homework performance during the first half of the semester predicted class grades in online courses, whereas only test performance predicted class grades in face-to-face courses. These results suggest that sustainable math education in times of crisis is feasible and that educators’ consideration of the differential predictive value of test and homework performance may aid its attainment.

U-PACE INSTRUCTION: IMPROVING STUDENT SUCCESS BY INTEGRATING CONTENT MASTERY AND AMPLIFIED ASSISTANCE

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Diane M. Reddy ◽  
Raymond Fleming ◽  
Laura E. Pedrick ◽  
Danielle L. Jirovec ◽  
Heidi M. Pfeiffer ◽  
...  
Keyword(s):  
Academic Success ◽  
Time Management ◽  
Management System ◽  
Student Behavior ◽  
Learning Management System ◽  
Content Mastery ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Learning Management ◽  
Face To Face Instruction

U-Pace, an instructional intervention, has potential for widespread implementation because student behavior recorded in any learning management system is used by U-Pace instructors to tailor coaching of student learning based on students’ strengths and motivations. U-Pace utilizes an online learning environment to integrate content mastery with Amplified Assistance (instructor-initiated, individually tailored feedback on concepts not yet mastered and constructive support that every student receives via email weekly or more often as needed). Evaluation findings for U-Pace instruction revealed that compared to conventional, face-to-face instruction, U-Pace instruction was associated with greater academic success for all students and reductions in the achievement gap for “disadvantaged” students. Additionally, “disadvantaged” U-Pace students showed improvements in the rate of content mastery and intrinsic motivation. Consistent with these indicators of improvement in self-regulated learning skills, U-Pace students reported greater improvements in their time management and study skills, greater control over their learning and a greater sense of achievement than conventionally-taught students. The convergence of findings from student reports, performance measures recorded within the learning management system, and objectively determined grades suggests U-Pace instruction holds promise for higher education.

Increasing Academic Success Among Disadvantaged, At-Risk Students: The U-Pace Model

2009 ◽  
Author(s):  
Jessica Barnack ◽  
Raymond Fleming ◽  
Rodney Swain ◽  
Laura Pedrick ◽  
Diane M. Reddy
Keyword(s):  
At Risk ◽  
Academic Success ◽  
At Risk Students

Smaller twins are not at risk of neonatal morbidity compared to their larger co-twins

2008 ◽  
Vol 29 (S 2) ◽  
Author(s):  
KJ Oh ◽  
JH Lee ◽  
JH Kang ◽  
CW Park ◽  
JS Park ◽  
...  
Keyword(s):  
At Risk ◽  
Neonatal Morbidity ◽  
Not At Risk

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.

The Effects of Smoking on Mood, Rapport, and Satisfaction in Conversation among Japanese Smokers in A First Meeting: A Randomized Controlled Trial

2020 ◽  
Author(s):  
Kengo Yokomitsu ◽  
Keita Somatori ◽  
Tomonari Irie
Keyword(s):  
Interpersonal Communication ◽  
Controlled Trial ◽  
Tobacco Consumption ◽  
Cigarette Use ◽  
Intrapersonal Communication ◽  
Face To Face ◽  
Water Group ◽  
Randomized Controlled ◽  
Randomized Control ◽  
The Difference

Through a randomized control design, this study examines whether tobacco consumption contributes to mood change and social enhancement in dyadic conversation. In addition, we would like to focus on the difference between smoking device and cigarette use. Specifically, we compare the intrapersonal and interpersonal communication in dyadic conversation among the cigarette group, the smoking device cigarette group, the water group, and the nothing consumption group. In the present study, 80 participants engaged in a dyadic, face-to-face, unstructured conversation with a stranger of the same gender. Regarding intrapersonal communication, no significant differences were found between the groups’ POMS 2 subscale scores (anger-hostility, confusion-bewilderment, depression-dejection, tension-anxiety, fatigue-inertia, vigour-activity, and friendliness). The smoking device and cigarette groups had greater rapport than the water group. Moreover, the smoking device group were more satisfied with dyadic conversation than the water group. Finally, there were no significant differences in verbal communication among the groups.

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