Fostering Persistence in Science, Technology, Engineering, and Mathematics (STEM): Creating an Equitable Environment That Addresses the Needs of Undergraduate Students

Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.

History and current state of youth policy abroad

The textbook is an innovative presentation of the discipline program "History and current state of youth policy abroad". The authors consider the process of formation and development of youth policy of the leading world powers in a broad socio-cultural context, relying on numerous authentic sources and relevant documents of international organizations devoted to social policy and sociology. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students of higher educational institutions studying under bachelor's degree programs in the field of training 39.03.03 "Organization of work with youth", and will also be of interest to specialists in the field of state youth policy and work with youth, teachers of humanities, researchers.

Effects of an In-house Entry Test on the Post-Foundation Students at an Omani College of Technology

This paper reports the findings of a study that investigated why a large number of test-takers show a low performance in four language skills (listening, speaking, reading, and writing) offered in an entry test used by a College of Technology in Oman to place students in advanced diploma and bachelor’s degree programs. The main research question was meant to find out what difficulties the test takers face in the three tests (Listening, reading, and writing) in two semesters. The study analyzed the entry test results for two semesters including survey results obtained from the test takers regarding the difficulties experienced by them in the three tests and an analysis of writing answer scripts. The findings indicate that most test takers were not qualified enough to pursue their studies in the advanced diploma or bachelor’s degree programs due to their low performance in the entry test. The findings, moreover, suggest that the current placement test poses difficulties for most test-takers. Therefore, based on the findings, the possible reasons for the low performance of the test takers and the fairness of the entry test are explicitly discussed and finally, suggestions and recommendations for addressing the issue of the current entry test are offered.

Redefining Higher Education and Work

This chapter and book provide the foundation for executives, academic leaders, faculty, and students to analyze the realities of higher education today, strategies that would ensure success of academic institutions, and factors that would lend to student success. In particular, the book addresses essentials of online learning, strategies to ensure success of online degrees and courses, effective course development practices, key support mechanisms for students, and ensuring student success in online degree programs. Furthermore, the book addresses the future of work, preferences of employees, and how work can be redesigned to create further employee satisfaction, engagement, and increase productivity. In particular, the book covers insights that would lend to ensuring remote employees feel valued, included, and are being provided relevant support to thrive in their roles.

Curing the Common Curriculum

Professional degree programs in higher education are increasingly under fire on matters of quality, proficiency, and cost. To address these issues and anticipated controversies, the authors of this chapter provide context to the process of developing a micro-credentialing system at the central university level at Florida International University (FIU) and how it was adapted at its medical school as an innovative tool for developing medical student skill sets. Through a use-case, the authors highlight examples of common challenges identified within professional degree programs, how they were addressed at FIU's Herbert Wertheim College of Medicine using the centralized micro-credentialing system, and the planning and implementation stages of a formalized micro-credential program in undergraduate medical education. Finally, the authors discuss the potential for micro-credentials to supplement or replace dual degree programs, enhance interdisciplinary collaboration, and influence the future of entrustable professional activities of professional practice in medical education.

Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University

Gamification has emerged in recent years as a resource that incorporates game-related elements and mechanics into the classroom to foster students' motivation, engagement, and further competences. With the proliferation of English-medium instruction (EMI) and multilingual degree programs at university nowadays, new and innovative teaching tools are desirable to help students cope with the double-challenging task of acquiring new and complex disciplinary content through a foreign language. This chapter provides an overview of some recent computer-based gamification tools that may be applied in EMI and multilingual university settings. More specifically, the main features and advantages of these tools for these specific educational contexts are explored. This chapter may be useful for researchers and practitioners in the field of EMI and multilingual teaching in higher education.

Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University

Gamification has emerged in recent years as a resource that incorporates game-related elements and mechanics into the classroom to foster students' motivation, engagement, and further competences. With the proliferation of English-medium instruction (EMI) and multilingual degree programs at university nowadays, new and innovative teaching tools are desirable to help students cope with the double-challenging task of acquiring new and complex disciplinary content through a foreign language. This chapter provides an overview of some recent computer-based gamification tools that may be applied in EMI and multilingual university settings. More specifically, the main features and advantages of these tools for these specific educational contexts are explored. This chapter may be useful for researchers and practitioners in the field of EMI and multilingual teaching in higher education.