scholarly journals Increasing STEM Transfer Readiness Among Underrepresented Minoritized Two-Year College Students: Examining Course-Taking Patterns, Experiences, and Interventions

2021 ◽  
Vol 6 ◽  
Author(s):  
Bethany Sansing-Helton ◽  
Gail Coover ◽  
Charles E. Benton
Keyword(s):  
The United States ◽  
Great Promise ◽  
Student Survey ◽  
Public College ◽  
Transfer Rates ◽  
Post Secondary ◽  
Two Year College ◽  
Science Technology ◽  
Transfer Success ◽  
Transfer Readiness

There is a strong need in the United States to increase the size and diversity of the domestic workforce trained in science, technology, engineering, and math (STEM). With almost half of all students that earn a baccalaureate degree enrolling in a 2-year public college at some point, the nation’s 2-year colleges provide great promise for improving the capacity of the STEM workforce for innovation and global competition while addressing the nation’s need for more equity between groups that have been historically included and those that have been economically and politically disenfranchized. Almost half of underrepresented minoritized (URM) students begin their post-secondary education at 2-year colleges yet their transfer rates within 5 years are only 16%. This study describes interventions put in place at a 2-year college to support increased transfer rates and STEM transfer readiness for URM STEM-interested students. The program studied, in place from 2017 through 2020, had an overall transfer rate of 45%. Analysis of administrative, transcript, and student survey data connects the program interventions to the existing research on STEM momentum and other research on URM STEM transfer success. Ultimately, this study identifies potential leading indicators of transfer readiness, providing much needed documentation and guidance on the efficacy and limitations of interventions to improve upward STEM transfer.

Hamas and Civil Society in Gaza

2013 ◽  
Author(s):  
Sara Roy
Keyword(s):  
United States ◽  
Political Violence ◽  
West Bank ◽  
Gaza Strip ◽  
Social Institutions ◽  
The United States ◽  
Great Promise ◽  
Religious Congregations ◽  
Regional Dynamics ◽  
Second Intifada

Many in the United States and Israel believe that Hamas is nothing but a terrorist organization, and that its social sector serves merely to recruit new supporters for its violent agenda. Based on extensive fieldwork in the Gaza Strip and West Bank during the critical period of the Oslo peace process, this book shows how the social service activities sponsored by the Islamist group emphasized not political violence but rather community development and civic restoration. The book demonstrates how Islamic social institutions in Gaza and the West Bank advocated a moderate approach to change that valued order and stability, not disorder and instability; were less dogmatically Islamic than is often assumed; and served people who had a range of political outlooks and no history of acting collectively in support of radical Islam. These institutions attempted to create civic communities, not religious congregations. They reflected a deep commitment to stimulate a social, cultural, and moral renewal of the Muslim community, one couched not only—or even primarily—in religious terms. Vividly illustrating Hamas's unrecognized potential for moderation, accommodation, and change, the book also traces critical developments in Hamas' social and political sectors through the Second Intifada to today, and offers an assessment of the current, more adverse situation in the occupied territories. The Oslo period held great promise that has since been squandered. This book argues for more enlightened policies by the United States and Israel, ones that reflect Hamas' proven record of nonviolent community building. A new afterword discusses how Hamas has been affected by changing regional dynamics and by recent economic and political events in Gaza, including failed attempts at reconciliation with Fatah.

From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Peter P. Smith
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Good Practice ◽  
The United States ◽  
The Other ◽  
Secondary System ◽  
Mass Higher Education ◽  
Post Secondary ◽  
One Year ◽  
The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

Analysis of Demographics and Factors Influencing Student Choice of Major at Five Universities

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 510b-510
Author(s):  
Tammy Kohlleppel ◽  
Jennifer C. Bradley ◽  
Jayne Zajicek
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
The United States ◽  
Student Choice ◽  
Student Interest ◽  
Post Secondary ◽  
Choice Of Major ◽  
Factors Influencing ◽  
University History ◽  
Insight Into

In recent years horticulture programs at universities across the United States have experienced a decline in student numbers. Researchers at the Univ. of Florida and Texas A&M Univ. have developed a survey to gain insight into the influences on undergraduate students who major in horticulture. Five universities participated in the survey of undergraduate horticulture programs, these include the Univ. of Florida, Texas A&M Univ., Oklahoma State Univ., Univ. of Tennessee, and Kansas State Univ. Approximately 600 surveys were sent to the schools during the 1997 fall semester. The questionnaires were completed by horticulture majors and nonmajors taking classes in the horticulture departments. The survey consisted of two main sections. The first section examined student demographic information, high school history, university history and horticulture background and was completed by all students. Only horticulture majors completed the second section, which examined factors influencing choice of horticulture as a major. Results examine fundamental predictors in promoting student interest in horticulture, demographic variables that may influence student choice of major, and student satisfaction and attitude toward current collegiate horticulture programs. Findings from this study will provide insight into the status of post-secondary horticulture education and assist in identifying methods to increase student enrollment in horticulture programs across the country.

scholarly journals Depressive Symptom Trajectories and Early Adult Education and Employment: Comparing Longitudinal Cohorts in Canada and the United States

2021 ◽  
Vol 18 (8) ◽  
pp. 4279
Author(s):  
Anita Minh ◽  
Ute Bültmann ◽  
Sijmen A. Reijneveld ◽  
Sander K. R. van Zon ◽  
Christopher B. McLeod
Keyword(s):  
High School ◽  
Depressive Symptom ◽  
Adult Education ◽  
The United States ◽  
Longitudinal Survey ◽  
National Longitudinal Survey ◽  
Post Secondary ◽  
High School Degree ◽  
The Usa ◽  
Education And Employment

Adolescent depressive symptoms are risk factors for lower education and unemployment in early adulthood. This study examines how the course of symptoms from ages 16–25 influences early adult education and employment in Canada and the USA. Using data from the National Longitudinal Survey of Children and Youth (n = 2348) and the National Longitudinal Survey of Youth 79 Child/Young Adult (n = 3961), four trajectories (low-stable; increasing; decreasing; and increasing then decreasing, i.e., mid-peak) were linked to five outcomes (working with a post-secondary degree; a high school degree; no degree; in school; and NEET, i.e., not in employment, education, or training). In both countries, increasing, decreasing, and mid-peak trajectories were associated with higher odds of working with low educational credentials, and/or NEET relative to low-stable trajectories. In Canada, however, all trajectories had a higher predicted probability of either being in school or working with a post-secondary degree than the other outcomes; in the USA, all trajectory groups were most likely to be working with a high school degree. Higher depressive symptom levels at various points between adolescent and adulthood are associated with working with low education and NEET in Canada and the USA, but Canadians are more likely to have better education and employment outcomes.

scholarly journals Greater female first author citation advantages do not associate with reduced or reducing gender disparities in academia

2020 ◽  
Vol 1 (3) ◽  
pp. 1283-1297
Author(s):  
Mike Thelwall ◽  
Pardeep Sud
Keyword(s):  
United States ◽  
New Zealand ◽  
The United States ◽  
The United Kingdom ◽  
Science Technology ◽  
Small Fields ◽  
English Speaking ◽  
Author Citation ◽  
And Mathematics ◽  
Weak Tendency

Ongoing problems attracting women into many Science, Technology, Engineering and Mathematics (STEM) subjects have many potential explanations. This article investigates whether the possible undercitation of women associates with lower proportions of, or increases in, women in a subject. It uses six million articles published in 1996–2012 across up to 331 fields in six mainly English-speaking countries: Australia, Canada, Ireland, New Zealand, the United Kingdom and the United States. The proportion of female first- and last-authored articles in each year was calculated and 4,968 regressions were run to detect first-author gender advantages in field normalized article citations. The proportion of female first authors in each field correlated highly between countries and the female first-author citation advantages derived from the regressions correlated moderately to strongly between countries, so both are relatively field specific. There was a weak tendency in the United States and New Zealand for female citation advantages to be stronger in fields with fewer women, after excluding small fields, but there was no other association evidence. There was no evidence of female citation advantages or disadvantages to be a cause or effect of changes in the proportions of women in a field for any country. Inappropriate uses of career-level citations are a likelier source of gender inequities.

Private Wealth, Philanthropy, and Social Development

2016 ◽  
Vol 8 (2) ◽  
pp. 215-248 ◽  
Author(s):  
Francis Barchi ◽  
Guosheng Deng ◽  
Chien-Chung Huang ◽  
Carolyn Isles ◽  
Juliann Vikse
Keyword(s):  
Social Development ◽  
Charitable Giving ◽  
The United States ◽  
Educational Opportunities ◽  
Great Promise ◽  
Income Gap ◽  
Supportive Environment ◽  
Performance Based Funding ◽  
Opportunity Gaps

Growing income inequality has created excessive barriers to social mobility for the poor. Charitable giving by the wealthy can reduce the societal effects of the income gap by reinvestment in public goods such as education. We apply the cipp model to investigate the role of philanthropy in advancing educational opportunities in the United States and China, using historical and contemporary cases of individual philanthropists. The findings suggest that the cases reviewed in this study created mechanisms by which to contribute to social development in their respective countries. Government policies play a key role in philanthropic development, particularly in China. It is important to continue to foster a supportive environment for the sector to grow, which may include expanding tax incentives, emphasizing performance-based funding, and eliminating administrative barriers. In short, educational philanthropy holds great promise for reducing opportunity gaps and economic inequality, by providing the key to success for future generations.

¡Sí se Puede en Colaboración! Increasing College Placement Rates of Low-income Students

2011 ◽  
Vol 113 (7) ◽  
pp. 1435-1476
Author(s):  
Matthew Militello ◽  
Jason Schweid ◽  
John Carey
Keyword(s):  
High School ◽  
High Schools ◽  
College Readiness ◽  
Low Income ◽  
The United States ◽  
Intervention Strategies ◽  
Low Income Students ◽  
College Board ◽  
Post Secondary ◽  
College Application

Background/Context Today we have moved from the debate of student opportunity to post-secondary educational setting to 100% access. That is, today's high school settings have been charged with preparing “college ready” graduates. Educational policy has leveraged mandates and sanctions as a mechanism to improve college placement rates, especially in high schools with a high percentage of low-income students. However, little empirical evidence exists to assist us in understanding how college readiness is actualized for low-income students. Focus of Study The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students. Research Design This study investigated 18 College Board Inspiration Award winning or honorable mention high schools across the United States. Phone interviews with all 18 schools informed the selection of five case study high schools. Data collection included interviews and observations with high school educators, parents, students, and other community members. Findings In this study, we describe evidence within and across the five case schools using a framework that was generated from the first phase of this study. These schools effectively improved college readiness by developing collaborative practices around: (1) Program Management, (2) External Partnerships, (3) Leadership, (4) College-focused Intervention Strategies, (5) Achievement-oriented School Culture, (6) Parental Outreach, (7) Systemic, Multileveled Intervention Strategies, (8) Use of Data, (9) Development and Implementation of Inclusive School Policies, and (10) Routinizing or Offloading Routine or Mundane Tasks. Conclusions/Implications This study operationalizes what effective practices look like in high schools with low-income students. The findings move beyond normative models to be implemented across sites to illustrations of exemplar practices that can guide collaborative efforts to enact the specific tasks necessary to improve college readiness for students.

Heritage Language Instruction for Post-secondary Students from Immigrant Backgrounds

2001 ◽  
Vol 1 (1) ◽  
pp. 1-25
Author(s):  
Kimi Kondo-Brown
Keyword(s):  
Secondary Students ◽  
Intergenerational Transmission ◽  
Heritage Language ◽  
Indigenous Communities ◽  
The United States ◽  
Language Instruction ◽  
Short Paper ◽  
Future Research ◽  
Heritage Languages ◽  
Post Secondary

The “intergenerational transmission” of heritage languages (HLs) is crucial to the vitality of heritage language communities (especially for indigenous communities, where immigration is not a source of new speakers). We know, however, that HLs in the United States often do NOT survive well from one generation to the next as the shift to English takes place. In conjunction with the Second National Conference on Heritage Languages in America, a small group of researchers met to discuss priorities for research on intergenerational transmission of languages. Each of the ten researchers who participated prepared a short paper, posing research questions with some commentary to guide future research. Those papers form the major part of this article, covering topics related to language ecological patterns (in communities, families, and institutions), language ideology, measurement issues, and literacy.

Does Place Really Matter to Students with Learning Disabilities? A Study of Three University Campuses

2009 ◽  
Vol 34 (1) ◽  
pp. 75-81
Author(s):  
Susan Whitmer
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Physical Environment ◽  
The United States ◽  
Students With Learning Disabilities ◽  
University Campuses ◽  
Post Secondary ◽  
Space Design ◽  
Education Environment ◽  
Students With Ld

Key drivers that influence space design in today's higher education environment are technology, changing demographics, increased focus on student engagement, and carbon footprint. Just as important, but not typically on the list, is the growing population of students with Learning Disabilities (LD) for which the physical environment plays an increasingly important role in successful learning outcomes. The research goal was to examine the role of “place” as a component of academic success for those students with LD. Methodology included both literature review and the development of a case study analysis of three post-secondary institutions in the United States. The universities were chosen based on the size of the university, the campus setting, and the mission of the Disabilities Services team. The conclusion of the research surfaced three specific components of the physical environment that hold an increased value for a student with LD. These components are wayfinding, formal learning spaces, and disability services spaces. The key to integrating a sense of place with the needs of students with LD is moving beyond meeting the minimum standards of the legal mandates and bridging the principles of universal design to the built environment.

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