Toward the Positive Consequences of Teacher-Student Rapport for Students' Academic Engagement in the Practical Instruction Classrooms

Due to the fact that teacher-student rapport may favorably influence students' academic behaviors, several scholars have empirically studied the impact of this interpersonal communication behavior on a range of student-related variables. Notwithstanding, academic engagement as another student-related variable has received less empirical attention. Further, no review study has been carried out to illustrate the beneficial outcomes of teacher-student rapport for students' involvement. The current study, hence, aims to fill these gaps by explaining the construct of teacher-student-rapport and its positive consequences for students' academic engagement in the practical instruction classrooms. Drawing on the available evidence, the positive impact of teacher-student rapport on students' academic engagement was illuminated. The significant implications of the finding are also discussed.

The impact of weekly multicourse collective exams on pharmacy student academic behaviors and learning in an integrated biological sciences course

Doctor of Pharmacy (PharmD) degree program curricula are typically comprised of heavy course loads and assessment burden. Typically, students “live” from exam to exam only preparing and studying for the exam directly ahead of them while neglecting concurrent courses. Therefore, the aim of the study was to determine the impact of weekly multicourse collective exams academic behaviors and learning in an integrated biological sciences (BSI) course within a PharmD program. Weekly multicourse exams included questions, four per credit hour, from all first semester courses that traditionally included summative exams. Seven courses contributed questions, which amounted to 15 weekly exams of ∼60 questions. No other graded assessments were given in any of the courses, other than individual course cumulative final exams; the final exams in each course were not collective. After completion of final exams, a Qualtrics survey was emailed to all students and the two professors teaching the course. Course grades, not including the final exam, were compared between two cohorts with or without the collective exams to determine impact on learning. The cumulative final exam was compared between cohorts to determine impact on retention. The majority of students agreed or strongly agreed that the weekly collective exams encouraged them to study BSI more frequently, most days of the week, reduced the likelihood of skipping class, and increased likelihood to pay attention and engage in class. The majority believed that they better learned and retained the BSI material. The majority specified that they liked the collective exams for BSI and preferred it over a traditional exam schedule. Learning also appeared to be improved. However, the impact on retention is less clear and requires further research. In conclusion, the weekly multicourse collective exams improved academic behaviors and learning.

The Effect of a Points System on Incentivizing Academic Behaviors of Attending Ophthalmologists

(1) Background: Little is known regarding the best ways to promote academic throughput within the ranks of attending ophthalmology physicians. The purpose of this project is to evaluate the effect of a monetized points system on incentivizing research output and other academic activity in academic ophthalmology attendings. (2) Methods: This is a retrospective study of 15 academic ophthalmology attendings at a single academic teaching hospital from 1 July 2015 to 30 June 2020. A points system was implemented in the 2017 academic year (1 July 2016–30 June 2017), in which ophthalmology attendings accrued points for eight categories of academic achievement. We compared the overall number of publications, number of first/senior author publications, and corresponding impact factors of journals via the PubMed database in the two years of data before and after the points system was implemented. We analyzed points awarded for eight categories of academic achievement in the first, second, and third year of the program. (3) Results: There was no significant change in research productivity for attending ophthalmologists after institution of the points system. From 2017 to 2019, Mann–Whitney analysis revealed a significant increase in points awarded for mentorship per physician (p = 0.013). (4) Conclusions: Our data suggest that within the framework of the points system, attendings—rather than prioritizing publications—gravitated towards mentorship activities to accrue points.

Class and the Classroom: The Role of Individual- and School-Level Socioeconomic Factors in Predicting College Students’ Academic Behaviors

This study examines how, for emerging adults attending residential colleges, family incomes and the socioeconomic status (SES) composition of high schools are jointly associated with academic behaviors in college. Using a one-time survey, daily surveys, and additional data collection on high school SES composition, this study measured 221 college students’ (17–25 years old) SES backgrounds and academic behaviors. Findings indicated that three academic behaviors (study time, in-class engagement, and help-seeking) were predicted by an interaction between family income and high school context. Among students who attended high schools that serve many low-income students, higher family income was significantly associated with more beneficial academic behaviors in college; among students who attended high schools that serve few low-income students, there was no association between family income and academic behaviors. Results indicate that colleges may need to be especially prepared to support students from lower income families who matriculated from lower SES high schools.

A School Model for Developing Access to Higher Education for African American

This chapter discusses the social inequalities in school choice and the racial disparities of college access. Utilizing the theories of social capital and social inclusion, the author provides a conceptual framework for developing a college-going school culture in charter schools. Through this lens, the author considers that the level of school support needs to be equitable to the varying stages of self-efficacy, academic behaviors, and post-secondary aspirations that students enter school with. The author suggests the importance of the RECIPE (rigorous curriculum, expectations, collegiality, interconnection, parental engagement, and exposure) to prepare African American students for college.

Peer-Mediated Academic Interventions

Peer-mediated academic interventions (PMAIs) have a robust evidence base that support their use in classrooms to improve a variety of academic behaviors. In this chapter, we define PMAIs, discuss strengths and challenges of using these interventions in classrooms with diverse groups of learners, and provide a detailed review of the literature to support each of four highlighted PMAIs: peer tutoring, Peer-Assisted Learning Strategies, cooperative learning, and peer-mediated writing interventions. This chapter also introduces the practical chapters in this section, which cover each of the four highlighted PMAIs.

Peer-Mediated Behavioral Interventions

This chapter defines and describes peer-mediated behavioral interventions. This chapter introduces all peer-mediated behavioral interventions that directly train peers to work with other students to improve non-academic behaviors, including peer management interventions, peer-mediated social skills training, peer support arrangements, peer-mediated Pivotal Response Treatment, peer-mediated play interventions, and restorative and conflict resolution interventions. This chapter also briefly discusses the research supporting each of the interventions included in this section.

Combined Approach to Multi-Informant Data Using Latent Factors and Latent Classes: Trifactor Mixture Model

Although collecting data from multiple informants is highly recommended, methods to model the congruence and incongruence between informants are limited. Bauer and colleagues suggested the trifactor model that decomposes the variances into common factor, informant perspective factors, and item-specific factors. This study extends their work to the trifactor mixture model that combines the trifactor model and the mixture model. This combined approach allows researchers to investigate the common and unique perspectives of multiple informants on targets using latent factors and simultaneously take into account potential heterogeneity of targets using latent classes. We demonstrate this model using student self-rated and teacher-rated academic behaviors ( N = 24,094). Model specification and testing procedures are explicated in detail. Methodological and practical issues in conducting the trifactor mixture analysis are discussed.