scholarly journals The Socialization and Retention of Low-Income College Students: The Impact of a Wrap-Around Intervention

2019 ◽  
Vol 8 (6) ◽  
pp. 249 ◽  
Author(s):  
Gaye D. Ceyhan ◽  
Alia N. Thompson ◽  
Jeremy D. Sloane ◽  
Jason R. Wiles ◽  
John W. Tillotson
Keyword(s):  
Low Income ◽  
First Year ◽  
Valuable Insight ◽  
Research Experience ◽  
Career Support ◽  
College Life ◽  
Undergraduate Study ◽  
Stem Students ◽  
Low Income College Students ◽  
The Impact

The Strategic Undergraduate STEM Talent Acceleration INitiative (SUSTAIN) provided a coherent ecosystem of academic, social, and career support services designed for a diverse cohort of high-achieving, low-income STEM students during their first year of undergraduate study. Findings are discussed in terms of the efficacy of the program interventions to enhance students’ socialization and retention within the STEM community. Results indicate that participants perceived the interventions to have helped them adjust to college life and develop skills in understanding science and the scientific process. Which in turn, participants reported, helped them to succeed in their STEM courses and visualize themselves as part of the larger STEM community. The participants rated STEM faculty mentoring, research experience and community building as more helpful than other interventions. Our findings will aid researchers to better understand how SUSTAIN interventions influence students’ socialization into the STEM community and provide valuable insight to guide policymakers in shaping future programs that are successful in retaining diverse students in STEM fields.

scholarly journals Participation in a Course-Based Undergraduate Research Experience Results in Higher Grades in the Companion Lecture Course

2020 ◽  
pp. 0013189X2096809
Author(s):  
Marsha Ing ◽  
James M. Burnette ◽  
Tarek Azzam ◽  
Susan R. Wessler
Keyword(s):  
Low Income ◽  
Undergraduate Research ◽  
Public Institutions ◽  
Research Experience ◽  
Stem Fields ◽  
Academic Characteristics ◽  
Course Grades ◽  
Undergraduate Science ◽  
Hispanic Serving ◽  
The Impact

Opportunities for large numbers of undergraduates to engage in authentic research experiences are limited in many large public institutions. These large public institutions serve the vast majority of students who are historically underrepresented in STEM fields, such as first-generation, low-income students of color. Although a course-based undergraduate research experience (CURE) is one scalable approach to providing such opportunities, there is limited evidence about the impact of participation, particularly for students historically underrepresented in science. This study provides evidence of the influence of student participation in a CURE on undergraduate science course grades using an experimental design and multiple years of data from students at a Hispanic-serving institution. Course grades were compared for five different science courses across five cohorts of students participating in a CURE ( n = 935) and a similar group of students who did not participate in the CURE ( n = 1,144). CURE students had significantly higher overall grades in a lecture course directly related to the CURE even after statistically adjusting for demographic and academic characteristics. Implications for CUREs as a model for improving science knowledge and achievement for students typically underrepresented in STEM fields are discussed.

scholarly journals Research knowledge in undergraduate school in Brazil: a comparison between medical and law students

2010 ◽  
Vol 8 (3) ◽  
pp. 273-280 ◽  
Author(s):  
Antonio José Souza Reis Filho ◽  
Bruno Bezerril Andrade ◽  
Vitor Rosa Ramos de Mendonça ◽  
Manoel Barral-Netto
Keyword(s):  
Medical Students ◽  
Educational Institution ◽  
Law School ◽  
Law Students ◽  
First Year ◽  
Research Experience ◽  
Research Knowledge ◽  
First Year Students ◽  
Research Activities ◽  
The Impact

ABSTRACT Objective: Exposure to science education during college may affect a student's profile, and research experience may be associated with better professional performance. We hypothesized that the impact of research experience obtained during graduate study differs among professional curricula and among graduate courses. Methods: A validated multiple-choice questionnaire concerning scientific concepts was given to students in the first and fourth years of medical and law school at a public Brazilian educational institution. Results: Medical students participated more frequently in introductory scientific programs than law students, and this trend increased from the first to the fourth years of study. In both curricula, fourth-year students displayed a higher percentage of correct answers than first-year students. A higher proportion of fourth-year students correctly defined the concepts of scientific hypothesis and scientific theory. In the areas of interpretation and writing of scientific papers, fourth-year students, in both curricula, felt more confident than first-year students. Although medical students felt less confident in planning and conducting research projects than law students, they were more involved in research activities. Conclusion: Medical graduation seems to favor the development of critical scientific maturity than law graduation. Specific policy in medical schools is a reasonable explanation for medical students’ participation in more scientific activities.

Affordable education with a little help from the library

2020 ◽  
Vol 48 (3) ◽  
pp. 457-471
Author(s):  
Diane Sotak ◽  
Jane G. Scott ◽  
Tillia R. Griffin
Keyword(s):  
Low Income ◽  
Cost Effective ◽  
Private University ◽  
Pilot Project ◽  
Library Services ◽  
Content Type ◽  
Course Materials ◽  
Low Income College Students ◽  
The Impact

Purpose The purpose of this paper is to describe the design, creation and outcome of a pilot project to provide additional course reserve materials to students. The goals of the project include off-setting the rising costs of higher education and providing equitable access to materials. Design/methodology/approach This case study describes the process of library staff co-creating a workflow to efficiently identify, order and process print and electronic books for 100 and 200 level courses at a small, private university. The project was influenced by an exploration of library services in the context of library ethics. The authors evaluate the impact of the project and determine continued need after a two-year pilot. Findings This paper demonstrates the usefulness of the course reserves service in providing accessible and cost-effective resources. Increased usage of course reserve materials by students, along with a reduction in money spent over time by the library to support the service, has resulted in a program that is deemed viable to continue and potentially expand. Social implications This paper seeks to address the added challenges often placed on low-income college students in accessing, paying for and using assigned course materials. Libraries can use course reserves to enhance student success by providing them with an alternate to purchasing course materials. Originality/value The project addresses constraints of cost, staff time and cross-departmental workflows in managing a course reserves program at a small university and provides a template for other libraries to use.

Assessing the Impact of a Graduate School Preparation Program on First-Generation, Low-Income College Students at a Public Liberal Arts University

2003 ◽  
Vol 4 (4) ◽  
pp. 393-405 ◽  
Author(s):  
John T. Ishiyama ◽  
Valerie M. Hopkins
Keyword(s):  
College Students ◽  
Graduate School ◽  
Low Income ◽  
Liberal Arts ◽  
First Generation ◽  
Liberal Arts University ◽  
Graduate School Preparation ◽  
Mcnair Program ◽  
Low Income College Students ◽  
The Impact

This study assessed the performance of a federal program designed to serve first-generation, low-income (FGLI) college students—the Ronald E. McNair Program. Using data from a midwestern liberal arts university we found that FGLI program participants are far more likely to be retained to the university and successful in terms of timely graduation and placement into graduate school than FGLI non-participants, even when controlling for academic ability and ambition.

scholarly journals Work in Progress: A Path to Graduation: Helping First-Year Low Income, Rural STEM Students Succeed

2020 ◽  
Author(s):  
Carol Gattis ◽  
Xochitl Delgado Solorzano ◽  
Don Nix ◽  
Jennie Popp ◽  
Michele Cleary ◽  
...  
Keyword(s):  
Low Income ◽  
First Year ◽  
Work In Progress ◽  
Stem Students

scholarly journals Interdisciplinary Connections Across the Curriculum: Fostering Collaborations between Freshman and Capstone Students Through Peer-Review Assignments

2018 ◽  
Vol 7 (5) ◽  
pp. 61 ◽  
Author(s):  
Habiba Boumlik ◽  
Reem Jaafar ◽  
Ian Alberts
Keyword(s):  
Peer Review ◽  
Learning Process ◽  
Student Understanding ◽  
Transition To College ◽  
First Year ◽  
College Life ◽  
Self Reflection ◽  
Student Integration ◽  
College Class ◽  
The Impact

Cultivating interdisciplinary connections between freshman and capstone students epitomizes a novel pedagogical approach to deepen student understanding of the learning process in a Community College environment. Within such a context, this article focuses on the outcomes of a two-semester collaborative effort that aims to establish and strengthen interactions between students at opposite ends of the academic spectrum. The work discussed focuses on an initiative in which capstone students in their culminating college class are supported in using their educational experiences to guide their first-year peers as they make the transition to college life. After discussing the creation and implementation of scaffolded collaborative assignments in which capstone students peer-reviewed freshman students work, the paper analyzes the impact of the research on student understanding of the learning process, the outcomes of self-reflection activities, student integration of knowledge and skills from diverse sources and the quality of their work in the peer-review endeavor.

scholarly journals Impact of a Dedicated Research Rotation during Ophthalmology Residency

2017 ◽  
Vol 09 (01) ◽  
pp. e1-e6 ◽  
Author(s):  
Nita Valikodath ◽  
Blake Fausett ◽  
Gale Oren ◽  
Katherine Whitney ◽  
Maria Woodward ◽  
...  
Keyword(s):  
Odds Ratio ◽  
Intervention Group ◽  
Scholarly Activity ◽  
First Year ◽  
Research Experience ◽  
Protected Time ◽  
Group Research ◽  
Chi Squared ◽  
The Impact ◽  
Research Rotation

Background The Accreditation Council for Graduate Medical Education (ACGME) requires that ophthalmology residents participate in scholarly activity during residency. However, residents lack protected time for research. Objective This article aims to determine the impact of a dedicated research rotation on scholarly productivity and research experience during residency. Methods This cohort study compared two groups of ophthalmology residents. Residents who graduated between 2004 and 2009 did not have dedicated research time and served as control residents (CR), while residents who graduated between 2010 and 2015 had a dedicated research rotation and served as the intervention group (research residents, RR). Primary outcomes included publications and presentations recorded over a 4-year period, spanning the 3 years of residency and the first year after graduation. These were analyzed by linear regression and t-tests. Residents also took surveys regarding research experience and chi-squared tests and logistic regression were used to compare these results. Results The RR had 0.97 more publications and 1.3 more presentations compared with the CR after adjusting for PhD status, pre-residency publications and presentations, age at graduation, gender, and race (p = 0.09 and p = 0.02, respectively). RR had higher odds of reporting adequate time to complete research (odds ratio [OR] = 13.11, 95% confidence interval [CI]: 3.58–48.03, p < 0.001) and satisfaction with their research experience (OR = 6.96, 95% CI = 2.104–23.053, p = 0.002). Conclusion Residents with a research rotation had more time to complete research, were more satisfied with their research experience, and generated more publications and presentations compared with residents without the research rotation. A research rotation can help meet ACGME requirements and help residents achieve greater scholarly activity.

Effects of Hierarchical Mentoring on Freshman Retention in a Biology First-Year Experience Course

2018 ◽  
Vol 80 (3) ◽  
pp. 184-190
Author(s):  
Peter Cavnar ◽  
Claudia Stanny
Keyword(s):  
Student Retention ◽  
Best Practice ◽  
Retention Rates ◽  
High Rate ◽  
First Year Experience ◽  
First Year ◽  
Freshman Retention ◽  
Stem Students ◽  
Retention And Graduation Rates ◽  
The Impact

Higher education must improve student retention and graduation rates to meet increased demand for STEM degrees in the workforce projected for the next ten years. The high rate of attrition among STEM students entering college compels institutions to implement strategies that improve student retention because more states now employ performance-based funding models with increased pressures to improve student outcomes, such as first- and second-year retention rates. We piloted a two-year hierarchical mentoring model as part of a first-year experience course developed for biology students (BioSkills) to increase retention rates among first-time-in-college (FTIC) students. We describe the mentoring structure we adopted and how the design of BioSkills supports and educates future biology professionals. Our findings show that FTIC students who participated in this program earned significantly higher first-year GPAs and were retained at higher rates than students who did not participate, which documents the impact of BioSkills as a successful first-year intervention. However, we were surprised that the benefit of BioSkills was not replicated among under-represented minority (URM) students. We briefly speculate on explanations for this finding. Lastly, we offer best practice suggestions for future implementation.

Demonstrating Nutrient Cost Gradients: A Brooklyn Case Study

2014 ◽  
Vol 84 (5-6) ◽  
pp. 244-251 ◽  
Author(s):  
Robert J. Karp ◽  
Gary Wong ◽  
Marguerite Orsi
Keyword(s):  
Low Income ◽  
Energy Content ◽  
Food Selection ◽  
The United States ◽  
United States Department ◽  
Micronutrient Deficiencies ◽  
Caloric Density ◽  
Low Income Families ◽  
The Cost ◽  
The Impact

Abstract. Introduction: Foods dense in micronutrients are generally more expensive than those with higher energy content. These cost-differentials may put low-income families at risk of diminished micronutrient intake. Objectives: We sought to determine differences in the cost for iron, folate, and choline in foods available for purchase in a low-income community when assessed for energy content and serving size. Methods: Sixty-nine foods listed in the menu plans provided by the United States Department of Agriculture (USDA) for low-income families were considered, in 10 domains. The cost and micronutrient content for-energy and per-serving of these foods were determined for the three micronutrients. Exact Kruskal-Wallis tests were used for comparisons of energy costs; Spearman rho tests for comparisons of micronutrient content. Ninety families were interviewed in a pediatric clinic to assess the impact of food cost on food selection. Results: Significant differences between domains were shown for energy density with both cost-for-energy (p < 0.001) and cost-per-serving (p < 0.05) comparisons. All three micronutrient contents were significantly correlated with cost-for-energy (p < 0.01). Both iron and choline contents were significantly correlated with cost-per-serving (p < 0.05). Of the 90 families, 38 (42 %) worried about food costs; 40 (44 %) had chosen foods of high caloric density in response to that fear, and 29 of 40 families experiencing both worry and making such food selection. Conclusion: Adjustments to USDA meal plans using cost-for-energy analysis showed differentials for both energy and micronutrients. These differentials were reduced using cost-per-serving analysis, but were not eliminated. A substantial proportion of low-income families are vulnerable to micronutrient deficiencies.

The Need to Belong and the Relationship Between Loneliness and Health

2014 ◽  
Vol 22 (4) ◽  
pp. 194-201 ◽  
Author(s):  
Freda-Marie Hartung ◽  
Britta Renner
Keyword(s):  
Individual Differences ◽  
Social Isolation ◽  
Social Situation ◽  
First Year ◽  
Health State ◽  
Need To Belong ◽  
First Year University ◽  
Perceived Social Isolation ◽  
The Impact ◽  
The Relationship

Humans are social animals; consequently, a lack of social ties affects individuals’ health negatively. However, the desire to belong differs between individuals, raising the question of whether individual differences in the need to belong moderate the impact of perceived social isolation on health. In the present study, 77 first-year university students rated their loneliness and health every 6 weeks for 18 weeks. Individual differences in the need to belong were found to moderate the relationship between loneliness and current health state. Specifically, lonely students with a high need to belong reported more days of illness than those with a low need to belong. In contrast, the strength of the need to belong had no effect on students who did not feel lonely. Thus, people who have a strong need to belong appear to suffer from loneliness and become ill more often, whereas people with a weak need to belong appear to stand loneliness better and are comparatively healthy. The study implies that social isolation does not impact all individuals identically; instead, the fit between the social situation and an individual’s need appears to be crucial for an individual’s functioning.

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