scholarly journals An investigation into factors affecting academic success associated with on-campus and off-campus living experiences for African-American undergraduate students at Iowa State University

1991 ◽  
Author(s):  
Valencia Fields
Keyword(s):  
African American ◽  
Academic Success ◽  
Undergraduate Students ◽  
State University ◽  
Iowa State University ◽  
Factors Affecting

A laboratory exercise to illustrate increased salivary cortisol in response to three stressful conditions using competitive ELISA

2007 ◽  
Vol 31 (1) ◽  
pp. 110-115 ◽  
Author(s):  
Mark F. Haussmann ◽  
Carol M. Vleck ◽  
Eugenia S. Farrar
Keyword(s):  
Undergraduate Students ◽  
Salivary Cortisol ◽  
Systemic Circulation ◽  
Competitive Elisa ◽  
State University ◽  
Iowa State University ◽  
Laboratory Exercise ◽  
Comparative Endocrinology ◽  
Elisa Technique ◽  
Laboratory Tool

Perceived stress activates the hypothalamus-pituitary-adrenal axis, resulting in the release of glucocorticoids into the systemic circulation. Glucocorticoids cause the elevation of blood glucose, providing the necessary energy for the organism to cope with stress. Here, we outline a laboratory exercise that uses a competitive ELISA kit to illustrate the response of salivary cortisol concentrations to three stressful conditions. Twelve undergraduate students in the General and Comparative Endocrinology course at Iowa State University were subjected to presentation stress, fasting stress, and competition stress to determine their effect on salivary cortisol concentrations. Students had elevated salivary cortisol in response to each of these stresses compared with basal conditions. These results reiterate the importance of glucocorticoids as mediators of the stress response. This study also incorporates the use of the ELISA technique, a modern laboratory tool used to determine the amount of endogenous antigens in plasma or saliva. This laboratory exercise can easily be adapted to fit into already existing physiology and endocrinology curriculums.

scholarly journals Factors Affecting Learners’ Academic Success in Online Liberal Arts Courses Offered by a Traditional Korean University

2021 ◽  
Vol 13 (16) ◽  
pp. 9175
Author(s):  
Hee-Jun Choi
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Degree Programs ◽  
Full Time ◽  
Spring Semester ◽  
Factors Affecting ◽  
Administrative Dataset ◽  
Instructor Interaction ◽  
Degree Of Satisfaction

This study aimed to empirically examine the factors affecting full-time undergraduate students’ satisfaction and academic performance measured by grades using an existing large administrative dataset. The sample consisted of 21,662 undergraduate students who took online liberal arts courses offered by a large traditional Korean university in the spring semester of 2020. The theoretical framework of this study was formulated by selectively adopting and slightly modifying some of the factors from Choi’s conceptual model for adult dropout from online degree programs. The findings indicated that gender, previous GPA, campus, type of online course, the relevance of the course, adequacy of assignments and assessments, learner-instructor interaction, and learner-content interaction significantly affect students’ degree of satisfaction with online liberal arts courses. This study also found that students who considered the course less relevant to their goals or interests, had a low previous GPA, had frequent learner-instructor interactions, few learner-content interactions, and a low level of course satisfaction are more likely to earn a grade of B, C, or lower than to receive an A in online liberal arts courses.

Teaching Microscopy At Iowa State University

2001 ◽  
Vol 7 (S2) ◽  
pp. 820-821
Author(s):  
H.T. Horner ◽  
T.M. Pepper ◽  
J.W. Mattila
Keyword(s):  
Electron Microscopy ◽  
Graduate Students ◽  
Undergraduate Students ◽  
State University ◽  
Iowa State University ◽  
Successful Student ◽  
Transmission Electron ◽  
Laboratory Procedures ◽  
Formal Lecture ◽  
Ancillary Equipment

Three rigorous one-semester, graduate-level courses are offered in light microscopy (LM) and scanning (SEM) and transmission electron microscopy (TEM), primarily for graduate students and staff, and for advanced undergraduate students in the teaching complex of the Bessey Microscopy Facility (BMF). These courses have evolved over the years. They include a variety of techniques and laboratory exercises that prepare a successful student to become an independent researcher in the BMF or elsewhere, and to work with any major professor who may not have expertise in microscopy.Each course consists of: five credits at the 600 level; a limit of 10 students; 11 hours of formal lecture-lab time per week; and additional arranged time for continuation of laboratory procedures and individual operation of microscopes and ancillary equipment. Each student has access to the teaching complex 24 hours a day, seven days a week.

scholarly journals Factors Affecting Recruitment of Horticulture Students at Major Universities

2000 ◽  
Vol 10 (3) ◽  
pp. 631-636 ◽  
Author(s):  
Jennifer Campbell Bradley ◽  
Tammy Kohlleppel ◽  
Tina M. Waliczek ◽  
Jayne M. Zajicek
Keyword(s):  
High School ◽  
Undergraduate Students ◽  
Academic Programs ◽  
School Level ◽  
State University ◽  
College Level ◽  
High School Level ◽  
University Of Florida ◽  
Factors Affecting ◽  
The University

Researchers at the University of Florida and Texas A&M University developed a survey to gain insight into demographic and educational influences on undergraduate students who major in horticulture. Five universities participated in the study of undergraduate horticulture programs. These included the University of Florida, Texas A&M University, Oklahoma State University, University of Tennessee, and Kansas State University. About 600 surveys were sent to schools during the 1997 fall semester. The questionnaires were completed by horticulture majors and nonmajors taking classes in horticulture departments. The survey consisted of two main sections. The first section, which was completed by all students, explored student demographic information, high school history, university history, and horticulture background. Only horticulture majors completed the second section, which examined factors influencing choice of horticulture as a major. Statistically significant differences were found between horticulture majors and nonmajors when comparing the two groups on the variables of transfer status, gardening experiences, and the importance of gardening. There was a significantly higher percentage of transfer students among horticulture majors. The decision to major in horticulture occurred somewhat early in academic programs, with the largest representations in high school or early in college. Overall, majors had more gardening experience than nonmajors and considered the hobby of gardening as a strong influence in choosing their major. This information should be considered in recruitment efforts since students reported that this interest fostered in them a desire to pursue horticulture as a major. School garden programs at the primary level and horticulture classes at the high school level could possibly influence more students to choose horticulture as a major at the college level. Currently, trends in recruiting efforts in academic programs at the university level are intense and competitive, as students are given more and more career option information. Consequently, data from this study may be useful for horticulture departments developing targeted recruiting programs.

Student factors affecting academic success among undergraduate students at two South African higher education institutions

2021 ◽  
pp. 008124632098628
Author(s):  
Tsholofelo Angela Thomas ◽  
David Maree
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
South African ◽  
Peer Relationships ◽  
Undergraduate Students ◽  
Qualitative Methodology ◽  
Education Institution ◽  
Parental Engagement ◽  
Emotional Wellbeing ◽  
Factors Affecting

This study explored student factors affecting academic success among undergraduate students at a historically Black and a historically White South African public higher education institution. Qualitative methodology was used. Data were collected through five focus group discussions from 31 undergraduate students. Thematic analysis was used to analyse the data. The following student factors affected participants’ academic success: academic self-efficacy, peer relationships, parental engagement and support, motivation, time management, adjustment, emotional wellbeing, lack of information, socio-economic status, and language proficiency. This study showed that structural, racialised inequalities in South Africa underpin many apparent student factors that influence academic success in higher education.

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