Assessing Institutionalized Bias

Ideally, higher education systems are meritocracies in which advancement or promotion is based on demonstrated accomplishment and scholarly impact. “Merit” is believed to be associated with innate intellectual ability, dedication to learning and knowledge generation, mastery of a field of study, and recognition by others of comparable training and academic standing. Evaluations of accomplishment are dutifully (and often wishfully) believed to be wholly objective despite an abundance of evidence to the contrary. Unfortunately, implicit bias and other barriers to inclusion are pervasive within meritocracies. For members of marginalized groups, their social identity may diminish how their accomplishments are perceived and valued; conversely, the accomplishments of those with privileged identities may be over-valued. Moreover, what counts as “valuable” is itself not objective or neutral but rather reflects socially-constructed and culturally-specific priorities. Because academic merit and reward systems, as well as local cultures, can intentionally as well as unintentionally reinforce and hence perpetuate bias and barriers to inclusion, one of our UC Davis ADVANCE initiatives centered on review of all policies and practices affecting faculty advancement. We appraised the potential for bias in hiring, promotion, progression, and retention of faculty. We also evaluated the importance of culture in replicating barriers to inclusion.

Data Unit, Translational Research, and Registries

Research is the only way to challenge the existing standards of care; a dynamic and multidimensional process encompassing innovative therapeutic modalities, techniques, and interventions to optimize outcomes and quality of life of cancer patients. Cancer research has emerged as one of the core competencies for the standardization, accreditation, and academic standing of any comprehensive cancer center. Data unit is the center of gravity and the hub of research and development (databases, registries, translational research, randomized control trials) in a quality cancer care facility. Quality assurance, ethical conduct, and monitoring of research are the hallmarks of a center of excellence in galvanizing the research efforts and optimizing the quality outcomes.

Motivation and Sense of Belonging in the Large Enrollment Introductory General and Organic Chemistry Remote Courses

The rapid shift from face-to-face to remote instruction in 2020 has resulted in recalibration of lecture and laboratory pedagogy. This research analyzed the impact of remote learning on student motivation and sense of belonging in large enrollment chemistry courses. Student responses were parsed according to specific demographics including gender, academic standing, first-generation status, and ethnicity. Research objectives included the analysis of how remote learning impacted specific demographics to develop guidelines for best practices moving forward for hybrid or online courses. Our findings show that second year students (sophomores) were the most impacted of the academic standing cohorts. Sophomores reported a statistically greater change in motivation after the start of the semester and statistically lower satisfaction with their performance on assignments. Females reported statistically lower motivation and a statistically lower sense of belonging in the course and science, technology, engineering, and mathematics (STEM) fields. Black/African students reported a statistically lower motivation for remote learning than Asian/Pacific Islander and White/Caucasian students. Finally, both White/Caucasian and Black/African students reported a statistically lower sense of belonging in the course and in STEM fields than Asian/Pacific islander students. Finally, statistical differences were not observed based upon first-generation status. The research indicates that students were differentially impacted by the shift to remote learning. From these findings, a stronger understanding of how specific demographics are differentially impacted by remote learning in STEM courses is provided, granting greater insight into best practices moving forward.

Of Young People and Internet Cafés

This study examines how adolescent experience in Internet cafés (known as wangba in Chinese) relates to academic attainment in urban, rural, and Tibetan schools of China. By documenting the frustrations teenagers express in their negotiations with adults surrounding access to and use of wangba and, by comparing self-reported academic standing of students from similar backgrounds with how they differ in their experience in wangba, the study finds that visiting wangba is not strongly correlated with the probability of students reporting either high- or under-achievement. While students without any experience in wangba are substantially less likely to report academic underperformance, the association disappears after matching when the logit regression model is less model-dependent and vulnerable to the problems associated with missing data. The paper concludes that visiting wangba alone is not systematically correlated with academic attainment, and that much adult anxiety concerning adolescent visit to wangba represents moral-technological panic and, offers a simplified explanation for educational problems that have deep macrosocial roots.

Chinese International Students in the United States: The Interplay of Students’ Acculturative Stress, Academic Standing, and Quality of Life

BackgroundAcculturation could cause grave health consequences in international students. However, there is a shortage of research into how acculturative stress might affect international students’ quality of life in light of their academic standing and experience. The lack of research is particularly pronounced among Chinese international students, representing the largest body of international students studying in the United States (U.S.). Thus, to bridge the research gap, this study aims to examine the interplay between international students’ acculturative stress, academic standing, and quality of life among a nationally representative sample of Chinese international students studying in the United States.MethodsAn online survey that gauges Chinese international students’ levels of acculturative stress, academic standing, and quality of life was developed. Over 350 higher education institutions across the United States were approached, including public universities, private universities, and community colleges, among which approximately 220 institutions responded positively and supported survey distribution. A total of 751 students completed the survey. Multiple regression analyses were carried out to examine the associations between students’ acculturative stress, academic standing, and quality of life.ResultsFindings reveal that acculturative stress negatively affects all four domains of Chinese international students’ quality of life, irrespective of their academic standing. Data analyses also show that compared to master’s and doctoral students, undergraduates experience the highest levels of acculturative stress. Furthermore, a significant difference emerged among undergraduate and doctoral international students’ acculturative stress levels, but not among undergraduate and master’s students, or master’s and doctoral students.ConclusionOur study found that, compared to master’s and doctoral students, undergraduates had more significant acculturative stress associated with lower levels of quality of life. This finding highlights the potentially positive role of academic experience – while acculturative stress deteriorates international students’ quality of life, students’ academic standing and experience could be the protective factor in the equation. Future research could further examine how universities and colleges can capitalize on their academic apparatuses and resources to improve international students’ academic performance and students’ acculturation experience and quality of life.

Evaluation of Fluid Intake in College Students During the Initial Response to the COVID-19 Pandemic

Objectives To evaluate fluid intake of college students during the initial response to the COVID-19 pandemic. Methods College students (n = 1015 (75.5% Female); 59 freshmen, 139 sophomores, 264 juniors, 245 seniors, 289 graduate) participated in an online questionnaire from colleges/universities within the United States during the Spring 2020 academic semester. Participants were asked about their fluid intake over the previous 30 days using the BEVQ-15. The questionnaire consisted of demographic and living status questions as well as 16 questions detailing type (e.g., water, milk, etc.), frequency (“how often”), and volume of fluids for each consumption (“how much each time”). Kruskal-Wallis analyses (test statistic reported as chi-square, χ2) were used to compare the total fluid intake, frequency of plain water intake, and volume with each consumption between those with and without a change in living situation and by academic standing. Data reported as (median [interquartile range]). Results A change in living status was reported by 426/1015 (42%) participants. Median fluid intake was 1848 mL ([1295, 2532] mL) for all participants. Total fluid intake [χ2(1) = 18.07, P < 0.001] was different between those with (1709 [1199, 2366] mL) and without (1940 [1378, 2644] mL) a change in living situation. However, the volume of plain water intake was not different between those with (710 [473, 1420] mL) and without (1065 [591, 1420] mL) a change in living situation [χ2(1) = 2.81, P = 0.09]. Frequency [χ2(1) = 3.10, P = 0.08] and the volume with each consumption [χ2(1) = 1.16, P = 0.28] of plain water were also not different based on a change in living situation. Academic standing impacted the volume of total fluid intake [χ2(4) = 14.33, P = 0.006], with juniors (1751 [1161, 2455] mL) reporting less than graduate students (1940 [1041, 2780] mL, P = 0.01). Conclusions These data suggest a change in living situation affected total fluid intake, however, there were no differences in the frequency and volume of plain water intake. Further, academic standing impacted the fluid intake behaviors. Future investigations are warranted to evaluate factors guiding fluid intake frequency and volumes in the college student population. Funding Sources N/A

Roger Schofield as Historian and Demographer: an Appreciation

This paper is an appreciation of Roger Schofield's academic life and work. It argues that his considerable distinctions in the social sciences should not be allowed to detract from his essential qualities as a historian which constitute the fundamental key to his overall academic standing and his particular intellectual insights. The paper first considers the context within which those skills became embedded when an undergraduate and postgraduate historian at Clare College in the 1950s and early 1960s. It then reviews the ways in which they shone through recurrently in his work as historical demographer, economic and social historian as well as purveyor of quantitative analytical techniques and finally, of particular significance, his role as local historian and empathetic supporter and key provider of encouragement and material resources to the historical amateur.

High risk students on track to graduation: a qualitative case study of student success

This qualitative case study was designed to investigate how first-time, full-time undergraduate students who met standard admissions requirements ended up on academic probation after their first semester. Furthermore, this study explores how these students were able to overcome the academic adversity, return to good academic standing, and be on track to graduation. The theoretical framework of grit was used to during the research, since the research participants were able to overcome academic adversity. A high percentage of the regularly admitted first-time, full-time freshman at UCM who struggle academically during their first semester and are subsequently placed on academic probation, end up leaving the university with no degree. This study focuses on the minority of students in this population who stay enrolled, persisted, are in good academic standing, and are on track to complete a degree. Data collection for this research included individual interviews with students and document analysis. Findings indicate three major themes that impact student success: "fit" in an academic program, student mental health, and utilization of student resources. The research can provide university leadership with insight on how to improve student success, retain students on probation, and improve graduation rates for this population of students.

Sense of Purpose and Progress Towards Degree in Freshman College Students

This study examined whether first-time full-time freshman students’ sense of purpose predicted their progress towards a degree. Freshman students ( N = 421, 62.2% females) completed self-report measures of sense of purpose and academic commitments within the first month of starting college; a year later, the data on first-year progress towards a degree were matched with their responses. Structural equation modeling showed that while a sense of purpose did not directly predict progress towards a degree, awakening to purpose and altruistic purpose both had indirect positive effects on first-year GPA, academic standing, and retention through degree commitment. Additionally, altruistic purpose had indirect positive effects on first-year GPA through academic identity. The findings highlight that a sense of purpose may play an important role in persistence and attainment of a degree among college students.