scholarly journals Curricular Analytics to Characterize Educational Trajectories in High-Failure Rate Courses That Lead to Late Dropout

2021 ◽  
Vol 11 (4) ◽  
pp. 1436
Author(s):  
Juan Pablo Salazar-Fernandez ◽  
Marcos Sepúlveda ◽  
Jorge Munoz-Gama ◽  
Miguel Nussbaum

Late dropout is one of the most pressing challenges currently facing higher education, and the process that each student follows to arrive at that decision usually involves several academic periods. This work presents a curricular analytics approach at the program level, to analyze how educational trajectories of undergraduate students in high-failure rate courses help to describe the process that leads to late dropout. Educational trajectories (n = 10,969) of high-failure rate courses are created using Process Mining techniques, and the results are discussed based on established theoretical frameworks. Late dropout was more frequent among students who took a stopout while having high-failure rate courses they must retake. Furthermore, students who ended in late dropout with high-failure rate courses they must retake had educational trajectories that were on average shorter and less satisfactory. On the other hand, the educational trajectories of students who ended in late dropout without high-failure rate courses they must retake were more similar to those of students who graduated late. Moreover, some differences found among ISCED fields are also described. The proposed approach can be replicated in any other university to understand the educational trajectories of late dropout students from a longitudinal perspective, generating new knowledge about the dynamic behavior of the students. This knowledge can trigger improvements to the curriculum and in the follow-up mechanisms used to increase student retention.

2021 ◽  
Vol 9 (7_suppl4) ◽  
pp. 2325967121S0020
Author(s):  
Michael Ryan ◽  
Benton Emblom ◽  
E. Lyle Cain ◽  
Jeffrey Dugas ◽  
Marcus Rothermich

Objectives: While numerous studies exist evaluating the short-term clinical outcomes for patients who underwent arthroscopy for osteochondritis dissecans (OCD) of the capitellum, literature on long-term clinical outcomes for a relatively high number of this subset of patients from a single institution is limited. We performed a retrospective analysis on all patients treated surgically for OCD of the capitellum at our institution from January 2001 to August 2018. Our hypothesis was that clinical outcomes for patients treated arthroscopically for OCD of the capitellum would be favorable, with improved subjective pain scores and acceptable return to play for these patients. Methods: Inclusion criteria for this study included the diagnosis and surgical treatment of OCD of the capitellum treated arthroscopically with greater than 2-year follow-up. Exclusion criteria included any surgical treatment on the ipsilateral elbow prior to the first elbow arthroscopy for OCD at our institution, a missing operative report, and/or any portions of the arthroscopic procedure that were done open. Follow-up was achieved over the phone by a single author using three questionnaires: American Shoulder and Elbow Surgeons – Elbow (ASES-E), Andrews/Carson KJOC, and our institution-specific return-to-play questionnaire. Results: After the inclusion and exclusion criteria were applied to our surgical database, our institution identified 101 patients eligible for this study. Of these patients, 3 were then excluded for incomplete operative reports, leaving 98 patients. Of those 98 patients, 81 were successfully contacted over the phone for an 82.7% follow-up rate. The average age for this group at arthroscopy was 15.2 years old and average post-operative time at follow-up was 8.2 years. Of the 81 patients, 74 had abrasion chondroplasty of the capitellar OCD lesion (91.4%) while the other 7 had minor debridement (8.6%). Of the 74 abrasion chondroplasties, 29 of those had microfracture, (39.2% of that subgroup and 35.8% of the entire inclusion group). Of the microfracture group, 4 also had an intraarticular, iliac crest, mesenchymal stem-cell injection into the elbow (13.7% of capitellar microfractures, 5.4% of abrasion chondroplasties, and 4.9% of the inclusion group overall). Additional arthroscopic procedures included osteophyte debridement, minor synovectomies, capsular releases, manipulation under anesthesia, and plica excisions. Nine patients had subsequent revision arthroscopy (11.1% failure rate, 5 of which were at our institution and 4 of which were elsewhere). There were also 3 patients within the inclusion group that had ulnar collateral ligament reconstruction/repair (3.7%, 1 of which was done at our institution and the other 2 elsewhere). Lastly, 3 patients had shoulder operations on the ipsilateral extremity (3.7%, 1 operation done at our institution and the other 2 elsewhere). To control for confounding variables, scores for the questionnaires were assessed only for patients with no other surgeries on the operative arm following arthroscopy (66 patients). This group had an adjusted average follow-up of 7.9 years. For the ASES-E questionnaire, the difference between the average of the ASES-E function scores for the right and the left was 0.87 out of a maximum of 36. ASES-E pain was an average of 2.37 out of a max pain scale of 50 and surgical satisfaction was an average of 9.5 out of 10. The average Andrews/Carson score out of a 100 was 91.5 and the average KJOC score was 90.5 out of 100. Additionally, out of the 64 patients evaluated who played sports at the time of their arthroscopy, 3 ceased athletic participation due to limitations of the elbow. Conclusions: In conclusion, this study demonstrated an excellent return-to-play rate and comparable subjective long-term questionnaire scores with a 11.1% failure rate following arthroscopy for OCD of the capitellum. Further statistical analysis is needed for additional comparisons, including return-to-play between different sports, outcome comparisons between different surgical techniques performed during the arthroscopies, and to what degree the size of the lesion, number of loose bodies removed or other associated comorbidities can influence long-term clinical outcomes.


Author(s):  
Tonia Sutherland ◽  
Alyssa Purcell

This article uses Indigenous decolonizing methodologies and Critical Race Theory (CRT) as methodological and theoretical frameworks to address colonial and racialized concerns about archival description; to argue against notions of diversity and inclusion in archival descriptive practices; and to make recommendations for decolonizing description and embracing redescription as liberatory archival praxis. First, we argue that extant descriptive practices do not diversify archives. Rather, we find that descriptive work that isolates and scatters aims to erase the identifiable existence of unique Indigenous voices. Next, we argue that while on one hand, the mass digitization of slavery-era records holds both the promise of new historical knowledge and of genealogical reconstruction for descendants of enslaved peoples, on the other hand, this trend belies a growing tendency to reinscribe racist ideologies and codify damaging ideas about how we organize and create new knowledge through harmful descriptive practices. Finally, working specifically against the rhetoric of diversity and inclusion, we challenge the ways archives claim diverse representation by uncritically describing records rooted in generational trauma, hatred, and genocide, and advocate for developing and employing decolonizing and redescriptive practices to support an archival praxis rooted in justice and liberation, rather than more palatable (and less effective) notions of “diversity and inclusion”.


Author(s):  
Sadaf Ilias ◽  
Jill Barber

This case study describes a recent learning activity involving pharmacy undergraduate students in which a final (fourth) year student trained 21 second year students to administer questionnaires about antibiotic resistance to over 700 student users of a large university building. The aim was to raise awareness of the problem of antibiotic resistance.  The second year students were also trained to correct any misapprehensions held by the questionnaire participants about antibiotic resistance, and to encourage them to become "Antibiotic Guardians". Finally the 22 students analysed the data to give a picture of what the other students understood about antibiotic resistance.  Peer-assisted learning therefore cascaded from a single fourth year student to 21 second year students and then to 700 students from various disciplines and year groups.  The first stage of the cascade was evaluated and the 21 second year students overwhelmingly believed that their knowledge of antibiotic resistance was enhanced.  A follow-up study using the same questionnaire will be used to determine whether the exercise was effective in raising awareness of antibiotic resistance among the body of students surveyed.


2015 ◽  
Vol 39 (9) ◽  
pp. 1813-1817 ◽  
Author(s):  
Steffen Brodt ◽  
Georg Matziolis ◽  
Christoph Windisch ◽  
Andreas Gosse ◽  
Matthias Spalteholz ◽  
...  

2018 ◽  
Vol 33 (2) ◽  
pp. 460-463 ◽  
Author(s):  
Kar H. Teoh ◽  
Robert D.J. Whitham ◽  
David M. Golding ◽  
Jenny F. Wong ◽  
Paul Y.F. Lee ◽  
...  

2005 ◽  
Vol 7 (3) ◽  
pp. 254-259 ◽  
Author(s):  
Daniel R. Gomez ◽  
Brian T. Missett ◽  
William M. Wara ◽  
Kathleen R. Lamborn ◽  
Michael D. Prados ◽  
...  

2021 ◽  
Vol 17 (2) ◽  
pp. 139-145
Author(s):  
Samsiah Abdul Razak ◽  
Aslina Omar ◽  
Ainon Syazana Ab. Hamid ◽  
Izni Syamsina Saari

Calculus is one of the most important courses especially for undergraduate students in many fields of study. Some researchers have identified the causes of the high failure rate which includes lack of basic foundation of mathematics and basic concept of differentiation. Aside from that, the main problems that can be seen among students are the difficulty in identifying the type of function in differentiation and identifying the suitable method to solve a particular problem. There are three rules included in differentiation which are the Chain Rule, Product Rule and Quotient Rule. This study is conducted to examine the level of understanding of the students on the function and the derivative techniques after applying derivative game applications in this course. This paper is based on Fuzzy Analytic Hierarchy Process (Fuzzy AHP) which use fuzzy number in pair-wise comparison matrix. The prioritization of students’ understanding in differentiation rules will then be measured by Fuzzy AHP using Lambda-max method. The highest among the three rules in differentiation will considered as a result. The findings of this study indicated that the highest score with 0.4700 is the Chain Rule. This study can help lectures to know the level or understanding among three rules in differentiation and lecturer well prepared their teaching materials in the classroom as well as to reduce the failure rate among students in this course


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