scholarly journals Learning How to Tailor Programmatic Offerings to Support Low-income, First-generation, and Racially Minoritized Student Success

2021 ◽  
Vol 1 (1) ◽  
pp. 25-57
Author(s):  
Adrianna Kezar ◽  
Rosemary J. Perez ◽  
Joseph A. Kitchen ◽  
Ronald E. Hallett
Keyword(s):  
Learning Community ◽  
Low Income ◽  
First Generation ◽  
Individual Student ◽  
Group Level ◽  
Large Numbers ◽  
Challenges And Opportunities ◽  
Comprehensive College ◽  
The Individual ◽  
Racialized Minority

This study focused on the process of how the staff at the Thompson Scholars Learning Community (TSLC), a comprehensive college transition program, tailored the programmatic offerings to meet the needs of low-income, first generation and racialized minority students. Because college students are complex individuals, each of whom faces a unique set of challenges and opportunities, it is reasonable to hypothesize that tailoring support services to the multiple needs of each student may make them more effective. The research identifies a four-part iterative and cyclical process to tailor the programmatic offerings for students – beginning with the individual student and then using information about individual needs to scale to broader group level tailoring.  This broadening or scaling process is a new contribution to the literature that has not previously been identified.  The tailored approach we identified works at both individual and group levels, which makes it viable as an intervention for large numbers of students. The effort to attend to and learn about individual students ensures that the intervention still meets the needs of individuals, but the testing of these interventions more broadly allows for understanding how these approaches will work for diverse group level tailoring.

The Costs and Consequences of Excess Credit Hours Policies

2017 ◽  
Vol 40 (1) ◽  
pp. 3-28 ◽  
Author(s):  
Dennis A. Kramer ◽  
Michael R. Holcomb ◽  
Robert Kelchen
Keyword(s):  
Low Income ◽  
Public Discourse ◽  
First Generation ◽  
Individual Student ◽  
Student Debt ◽  
Credit Hours ◽  
Quasi Experimental ◽  
The Individual ◽  
The Cost ◽  
Student Completion

The growth of the public discourse on college completion and student debt has pushed policymakers and institutional leaders to implement a variety of policies aimed at incentivizing student completion. This article examines state-adopted excess credit hour (ECH) policies on student completion and median debt outcomes. Using a quasi-experimental approach, we find little evidence that ECH policies positively affect student completion. However, we find statistically large estimates that adoption of ECH policies increase median student debt. Students from marginalized backgrounds (i.e., first-generation and low-income) appear to be most adversely affected by ECH policies. As states face constant pressures for resources, the adoption of tuition-based surcharges does not significantly alter student course-taking behaviors, rather shifts the cost burdens from the state to the individual student for perceived inefficiencies in students’ course-taking behaviors.

Concluding Thoughts

2019 ◽  
Vol 64 (3) ◽  
pp. 370-373
Author(s):  
Adrianna Kezar ◽  
Joseph A. Kitchen
Keyword(s):  
Learning Community ◽  
Low Income ◽  
College Transition ◽  
First Generation ◽  
Underrepresented Students ◽  
Transition Programs ◽  
Comprehensive College ◽  
Future Work

This issue has explored the efficacy of two comprehensive college transition programs: CSU STEM Collaboratives and the Thompson Scholars Learning Community. Both studies identify similar issues that merit further exploration and point to key findings that practitioners should consider to guide their future work with first-generation, low-income, and underrepresented students.

Navigating the tension between scale and school context in digital college guidance

2018 ◽  
Vol 16 (3) ◽  
pp. 303-310
Author(s):  
Zoe Corwin ◽  
Tattiya J. Maruco
Keyword(s):  
Low Income ◽  
First Generation ◽  
School Context ◽  
School Level ◽  
Digital Tools ◽  
Content Type ◽  
Equity Issues ◽  
Digital Equity ◽  
Digital Intervention ◽  
Challenges And Opportunities

Purpose The purpose of this paper is to highlight the potential of digital tools to address the significant challenge of increasing access to college and outline challenges and opportunities in effectively implementing a digital intervention across an entire school. Design/methodology/approach The study encompasses a randomized control trial and comparative case studies. This paper highlights qualitative data focused on implementation. Findings Findings illustrate impediments and strategies for implementing a school-wide digital intervention. Research limitations/implications Research focused on one particular intervention and is thus limited in scope. Practical implications The study has the potential to assist practitioners in better serving students from low-income and minoritized communities through digital tools. Social implications The study has implications for increasing the number of first-generation and minoritized youth who apply to and enroll in college. The study highlights digital equity issues often overlooked in ed-tech sectors. Originality/value Few studies exist that examine the implementation of digital interventions at the school level. Focusing on digital equity in the college access space (academic and practice) is novel.

Sense of Belonging and Mattering Among Two Cohorts of First-Year Students Participating in a Comprehensive College Transition Program

2019 ◽  
Vol 64 (3) ◽  
pp. 276-297 ◽  
Author(s):  
Darnell Cole ◽  
Christopher B. Newman ◽  
Liane I. Hypolite
Keyword(s):  
Low Income ◽  
College Transition ◽  
Sense Of Belonging ◽  
First Generation ◽  
First Year ◽  
Financial Barriers ◽  
First Year Students ◽  
Public College ◽  
Care And Support ◽  
Comprehensive College

For first-year students who carry traditionally marginalized identities, comprehensive college transition programs (CCTPs) can offer key wraparound services to help address some of the major academic, social, and financial barriers they may encounter. This article looks at one such CCTP implemented at three public college campuses serving a range of students, including those from low-income, first-generation, and racial/ethnic minority backgrounds. More specifically, this study uses regression analyses to look at two cohorts of first-year students’ experiences related to sense of belonging and mattering to their CCTP. The findings suggest that when considering students’ experiences in the CCTP, staff care and support and perceptions of grade check meetings were experiences that were significantly related to both sense of belonging and mattering.

scholarly journals Medical Education in the 21st Century: Students Driving the Global Agenda

2012 ◽  
Vol 2012 ◽  
pp. 1-5 ◽  
Author(s):  
S. Singh ◽  
J. McCool ◽  
J. Weller ◽  
A. Woodward
Keyword(s):  
Medical Education ◽  
Medical Curriculum ◽  
International Health ◽  
Leadership Role ◽  
Individual Student ◽  
Host Institution ◽  
Challenges And Opportunities ◽  
Student Exchanges ◽  
The Individual ◽  
High Level

This descriptive article examines the potential for student-led initiatives in international health to be better integrated with formal medical education systems. Students have embraced the challenges and opportunities provided by globalisation to take a leadership role on international issues. Medical students are involved with a diverse portfolio of international activities, including work to internationalise the medical curriculum, the establishment of “hands-on” development projects, efforts to promote student exchanges, and engagement with high-level international policy fora. Such experiences not only add to the personal and professional development of the individual student, but also have the potential to contribute to the academic environment of the host institution as well as more broadly influencing the determinants of international health outcomes. There are challenges and risks associated with independent student initiatives, however these risks can be mitigated if institutions work in partnership with their students and peers internationally.

scholarly journals Challenges and Opportunities of the Network-Centric Warfare on the National Defense System of Romania

2020 ◽  
Vol 25 (1) ◽  
pp. 15-21
Author(s):  
Mihai-Marcel Neag ◽  
George Mogoş
Keyword(s):  
First Generation ◽  
National Defense ◽  
Military Operations ◽  
Dynamic Information ◽  
Basic Premise ◽  
The Third ◽  
Technical Potential ◽  
Challenges And Opportunities ◽  
The Individual ◽  
And Control

AbstractThe article discusses the network-centric warfare, presenting it as a new concept designed for fighting future wars and all types of conflicts with a predominance of technology as opposed to the traditional personnel, logistics and tactics elements matrix. It is, indeed, worthy of further investigation, research and development, and testing because its technical potential is very promising and novel. The basic premise of this type of warfare is, in our opinion, that it is a totally new and evolved way of conducting a vast area of military operations and that the practices of the past are somewhat irrelevant and inefficient. Network-Centric Warfare concept represents the third generation of combat development and therefore, the future of warfare in general. The actual combat platform itself represents the first generation; the linking and automation of the individual platforms into a command and control (C2) system constitutes the second generation; the third, network-centric warfare, is catalogued as a system of systems dynamically connected with distributed and dynamic information processing.

scholarly journals Testing Basic Assumptions Reveals When (Not) to Expect Mindset and Belonging Interventions to Succeed

AERA Open ◽  
2020 ◽  
Vol 6 (4) ◽  
pp. 233285842096699
Author(s):  
Peter McPartlan ◽  
Sabrina Solanki ◽  
Di Xu ◽  
Brian Sato
Keyword(s):  
Academic Success ◽  
Low Income ◽  
First Generation ◽  
Growth Mindset ◽  
Underrepresented Minority ◽  
Low Income Students ◽  
Basic Assumptions ◽  
Large Numbers ◽  
Social Belonging ◽  
College Setting

In this case study, we investigated the effectiveness of growth mindset and social belonging interventions in a college setting with large numbers of traditionally underrepresented groups (n = 1,091). In doing so, we highlight the characteristics of the students in our study that are important for determining whether we should expect such interventions to be effective for diverse higher education populations. Correlational analyses revealed no evidence that growth mindset or social belonging were barriers to academic success among targeted subgroups in our sample. Additionally, we found no evidence that underrepresented minority, first-generation, or low-income students substantially endorsed fixed mindset or belonging uncertainty measures at baseline. We discuss benefits of testing basic assumptions for interpreting null results, including choosing the most appropriate interventions, accurately identifying subgroups who face psychological barriers to academic success, and establishing “redundancy thresholds” at which messages do not need to be reinforced by interventions.

Career Self-Efficacy: A Mixed-Methods Study of an Underexplored Research Area for First-Generation, Low-Income, and Underrepresented College Students in a Comprehensive College Transition Program

2019 ◽  
Vol 64 (3) ◽  
pp. 298-324
Author(s):  
Adrianna Kezar ◽  
Liane Hypolite ◽  
Joseph A. Kitchen
Keyword(s):  
Low Income ◽  
College Transition ◽  
Self Efficacy ◽  
First Generation ◽  
Transition Program ◽  
Mixed Methods Study ◽  
College Completion ◽  
Underrepresented Minority ◽  
Underrepresented Minority Students ◽  
Comprehensive College

This mixed-methods study explored whether and how participation in a comprehensive college transition program serving low-income, first-generation, and underrepresented minority students is linked to the development of career self-efficacy in light of the latter’s link to persistence and college completion. Findings suggest that program participation is linked to career self-efficacy, and program participants report significantly higher levels of confidence in their major and career path compared with a control group. Qualitative results indicate that major and career support from college transition program staff and being connected to an ecology of major and career-related activities contributed to the development of program participants’ career self-efficacy. Results hold significance for college transition program design and call attention to an underexplored area of research in the quest to boost college completion for low-income, first-generation, and underrepresented minority students.

Tailoring Programs to Best Support Low-Income, First-Generation, and Racially Minoritized College Student Success

2020 ◽  
pp. 152102512097158
Author(s):  
Adrianna Kezar ◽  
Joseph A. Kitchen ◽  
Hilary Estes ◽  
Ronald Hallett ◽  
Rosemary Perez
Keyword(s):  
Student Success ◽  
Low Income ◽  
College Transition ◽  
First Generation ◽  
Predictive Analytics ◽  
Mixed Methods Study ◽  
College Student Success ◽  
Tailored Interventions ◽  
Comprehensive College ◽  
The Way

This article draws on a five-year mixed methods study and focuses on the way staff tailor support within a comprehensive college transition program to meet the needs of low-income, first-generation, and racially minoritized students by adapting programmatic offerings and requirements to fit students’ multifaceted needs. The study also identifies the way tailoring reduces cognitive load for students because the tailored interventions are embedded within a single program, rather than having students visit dozens of offices trying to piece together the support they need. The program created an approach to tailoring student support that draws on the best of predictive analytics and case management simultaneously while also being non-deficit and asset-based. Our study contributes to the literature by identifying the value of tailoring approaches to address students’ multiple needs and identities.

scholarly journals Imagining a Better Classroom: Infographics to Build Learning Communities

CommonHealth ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 47-56
Author(s):  
Jennifer K Ibrahim ◽  
Anne Frankel ◽  
Jamie Mansell
Keyword(s):  
Learning Community ◽  
Teaching Style ◽  
Learning Goals ◽  
Individual Student ◽  
Good Teaching ◽  
Course Materials ◽  
Clear Communication ◽  
Formally Trained ◽  
Set Up ◽  
The Individual

Innovative new teaching techniques continue to grow, but a solid grounding in the basic elements of good teaching pedagogy and clear communication is also needed. The foundation of a classroom should be a learning community in which students and instructors alike share a safe space to learn new content, engage in activities to practice with course materials and build skills, and to evaluate progress towards course learning goals. There are some instructors who were not formally trained to teach in higher education and may use the materials that were handed down to them, but not truly know how to develop their own course from the beginning. In this article, we reimagine building a better classroom through the use of infographics. The benefit of infographics is that a picture allows the instructor to interpret the image and adjust for their teaching style and the context of the course. Key elements of good teaching include course alignment, class planning, clear communication with students and collaboration between the instructor and students. Moreover, Covid-19 has heightened awareness of the need for instructors to consider the individual student and ensure that they are set up for success in the context of the class and being a student more generally. We showcase a set of six infographics to demonstrate the use of this medium to develop a successful and enjoyable course and discuss the ways in which the infographics can guide development of an evidence-based teaching approach. 

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