scholarly journals The Best Three Years of Your Life: A Prediction for Three-Year Graduation

2019 ◽  
Vol 8 (6) ◽  
pp. 231
Author(s):  
Lu Qin ◽  
Glenn Allen Phillips
Keyword(s):  
Graduation Rate ◽  
Diagnostic Model ◽  
Credit Hours ◽  
High School Gpa ◽  
Transfer Credit ◽  
Student Socioeconomic Status ◽  
Log Linear ◽  
First Time ◽  
First Time In College ◽  
Practical Impact

The 3-year graduation rate is a rarely measured metric in higher education compared to its 4- or 6- year graduation rate counterparts. For the first time in college (FTIC) students to graduate in three years, they must come with certain skills, abilities, plans, supports, or motivations. This project considers two distinct but interrelated ways of using advanced and novel statistical models, the Log-linear Cognitive Diagnostic Model (LCDM) and the Logistic Regression model (LR), to look at both students’ ability to graduate in three years and the characteristics that contribute to this ability. The results indicate that the LCDM is a reliable and efficient statistical model that can provide accurate prediction of students’ ability to graduate early. In addition, student enrolled credit hours in the semester, transfer credit hours, student high school GPA, and student socioeconomic status (EFC) were statistically significant predictors contributing to three-year graduation. The significant interaction between students’ EFC status and transfer credit hours has a meaningfully practical impact on enrollment strategies and institutional policies. Future studies could use the same LCDM model to consider the degree to which these or other characteristics contribute to 4-, 5-, and 6-year graduation rates. Identification of these characteristics could have a policy, student support, and admissions implications. Additionally, the success of the LCDM model in predicting ability could be used for abilities unrelated to graduation, including the ability to pay off loans, succeed in an internship, or give back financially to a university.

Are seasonal lakes as productive as permanent lakes? A case study from Ireland

2010 ◽  
Vol 67 (8) ◽  
pp. 1291-1302 ◽  
Author(s):  
Helder Cunha Pereira ◽  
Norman Allott ◽  
Catherine Coxon
Keyword(s):  
Seasonal Variation ◽  
Linear Regression ◽  
Chlorophyll A ◽  
Algal Biomass ◽  
P Limitation ◽  
Underlying Causes ◽  
Western Ireland ◽  
Log Linear ◽  
First Time

This paper compares, for the first time, nutrient levels and chlorophyll a measured in a set of seasonal lakes with those reported for permanent lakes in the literature. Twenty-two turloughs (karstic seasonal lakes) in western Ireland were sampled monthly from the onset of flooding (October) until they dried out (6 to 9 months). The turloughs showed similar levels of nutrients and chlorophyll a to those reported for Irish and international lakes. Chlorophyll a peaked between November and February in the majority of turloughs, sometimes with values higher than those measured in mesotrophic lakes in summer. A significant log-linear regression was found between total phosphorus and chlorophyll a, which suggests P limitation of algal biomass in the majority of the turloughs. The regression characteristics were not significantly different than those described in similar studies of permanent lakes. Patterns in seasonal variation of nutrients are also presented, their underlying causes being discussed in relation to their transport within catchments. Our results show that despite being predominantly winter phenomena, turloughs can be as productive as permanent lakes.

Beyond 1-1 Advising

2015 ◽  
pp. 162-175
Author(s):  
Dawna Wilson ◽  
Kimberly M. Lowry
Keyword(s):  
High School ◽  
Customer Service ◽  
Workforce Development ◽  
Support Services ◽  
First Century ◽  
Career And Technical ◽  
Business Partners ◽  
Advising Model ◽  
First Time ◽  
First Time In College

This chapter presents practices Eastfield College employs to move beyond a traditional one-on-one advising model when preparing students for the twenty-first century workforce. No matter the students' status, first-time in college, returning to retool or dual high school-college enrollee, community colleges must rethink approaches to supporting them throughout the workforce development process if we are to adequately meet this century's workforce demands. In an institution-wide, customer-service approach, student needs not only drive the design but the delivery of support services. This chapter describes how Eastfield takes services to students by hosting Lunch and Learns, providing onsite advising, and establishing liaisons with local business partners. Collaborations with area high school districts to facilitate career and technical related career offerings are also discussed.

What I Owe to Dib

2020 ◽  
Vol 35 (2) ◽  
pp. 139-141
Author(s):  
Abdelkader Djemaï
Keyword(s):  
French School ◽  
Mohammed Dib ◽  
Personal Testimony ◽  
First Time ◽  
First Time In College

In 1963, a year after Independence, I discovered, not without pride, for the first time in college Algerian authors who were not in the curriculum of the French school I had attended. Among them, Mohammed Dib and his Grande Maison. At the age of 15, I thus crossed the threshold of this literature that would accompany me in my life as a reader and writer. Here I would like to tell my relationship with the diverse and rich work of Mohammed Dib, my encounters with the man and my view of some of his novels and poetry collections. In this personal testimony, I would like to evoke what he was able to bring to the writers of the Independence generation.  

Impact of a Career Planning Course on Academic Performance and Graduation Rate

2005 ◽  
Vol 6 (4) ◽  
pp. 461-473 ◽  
Author(s):  
Byron Folsom ◽  
Gary W. Peterson ◽  
Robert C. Reardon ◽  
Barbara A. Mann
Keyword(s):  
Academic Performance ◽  
Graduation Rate ◽  
Career Planning ◽  
Matched Sample ◽  
Credit Hours ◽  
The Impact

A study was conducted to assess the impact of a career-planning course in terms of time taken to graduate, graduation rate, credit hours taken, number of course withdrawals, and cumulative GPAs. Student course participants ( N = 544) were compared to a matched sample of non-course participants ( N = 544) after 5 years. Results showed that the 2 groups differed with respect to hours taken to graduation and number of course withdrawals. Women participants graduated in less time than nonparticipants but had more course withdrawals. Men took longer to graduate but had fewer course withdrawals and higher GPAs.

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