scholarly journals A case study of mentoring relationships between faculty ambassadors and first generation Hispanic students in a first-year initiative program

2017 ◽  
Author(s):  
Clark Elliott Swafford
Keyword(s):  
First Generation ◽  
Hispanic Students ◽  
Mentoring Relationships ◽  
First Year ◽  
Initiative Program

A Longitudinal Investigation of First-Generation College Students’ Mentoring Relationships During Their Transition to Higher Education

2021 ◽  
pp. 152102512110227
Author(s):  
Matthew A. Hagler ◽  
Kirsten M. Christensen ◽  
Jean E. Rhodes
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Help Seeking ◽  
First Generation ◽  
First Generation College Students ◽  
Mentoring Relationships ◽  
First Year ◽  
School Membership ◽  
Longitudinal Investigation ◽  
First Generation College

Non-parent mentoring relationships are important protective factors for first-generation college students. Previous research has focused on singular mentoring relationships measured at one time point, failing to capture the breadth and dynamic nature of social networks. The current study is a longitudinal investigation of first-generation students’ mentoring networks during their transition to college at a four-year, predominantly minority-serving commuter university. At the beginning and end of their first year, students (N = 176) responded to online surveys on their mentoring relationship(s), attitudes toward help-seeking, and college experiences. Cumulative support from pre-college mentoring relationships retained across the first year was positively associated with self-efficacy. Support from newly acquired mentoring relationships was positively associated with psychological sense of school membership. Network orientation was positively associated with self-efficacy and sense of school membership. These findings highlight the importance of diverse mentoring networks and demonstrate the utility of collecting longitudinal data on multiple mentoring relationships.

The Graduation Rate Myth and the Equity Gap

2019 ◽  
Vol 13 (2) ◽  
pp. 94-114
Author(s):  
Mark H. Stohs ◽  
Jerald G. Schutte
Keyword(s):  
Student Success ◽  
Graduation Rates ◽  
First Generation ◽  
Underrepresented Students ◽  
Unintended Consequences ◽  
First Year ◽  
Causal Connection ◽  
Completion Rates ◽  
Attrition Rates

We demonstrate that improving graduation rates does not cause more students to graduate or increase student success. The underlying presumptions are spurious and misleading, as no causal connection exists between graduation rates and the ultimate number of students who graduate from college. Indeed, increasing graduation rates generate unintended consequences that may increase the equity gap. We use California State University’s (CSU) practices as a case study of the national obsession with graduation rates and include a crucial focus on the differential and adverse impact of those practices. We recommend other goals as better measures of student success, such as increased completion rates and lower attrition rates during the first year of college, especially for first-generation and underrepresented students. Our aim is to encourage those in higher education to refocus their attention on the true aims of a college degree.

scholarly journals Understanding the reacculturation experiences of first-generation, undecided students

2016 ◽  
Author(s):  
◽  
Tracey A. Glaessgen
Keyword(s):  
First Generation ◽  
Attrition Rate ◽  
First Year ◽  
Institutions Of Higher Education ◽  
Undecided Students ◽  
Exploratory Case Study ◽  
Research Findings ◽  
Recommendations For Practice ◽  
First Year Seminar

When students enter institutions of higher education, they are typically leaving behind one culture to join another. First-generation students have a higher attrition rate as do undecided students, but little research has been conducted on students who have both characteristics. The researcher applied Bruffee's reacculturation process to understand the challenges and experiences that first-generation, undecided students have as they transition to a new academic environment. This qualitative, exploratory case study included 35 students utilizing interviews, focus groups, observations, and writings to triangulate the data collected. Findings revealed heightened feelings of stress, desire to become comfortable on campus, reliance upon continuing-generation friends, helpfulness of specialized first-year seminar course, and an uncertainty towards advisors' roles. Based upon research findings and framework, recommendations for practice are shared.

scholarly journals First-Generation Students With Undecided Majors: A Qualitative Study of University Reacculturation

2018 ◽  
Vol 38 (1) ◽  
pp. 22-35
Author(s):  
Tracey A. Glaessgen ◽  
Cynthia J. MacGregor ◽  
Jeffrey H. D. Cornelius-White ◽  
Robert S. Hornberger ◽  
Denise M. Baumann
Keyword(s):  
First Generation ◽  
First Year ◽  
First Generation Students ◽  
Institutions Of Higher Education ◽  
Education Students ◽  
Undecided Students ◽  
Group Interactions ◽  
Written Responses ◽  
First Year Seminar

When they enter institutions of higher education, students typically leave behind one culture to join another. Despite the higher rates of attrition for first-generation students over continuing-generation students and undecided students over declared students, little research has been focused on undeclared first-generation students. To understand the challenges and experiences of first-generation undecided students transitioning to a new and unfamiliar academic environment, we applied a reacculturation process to this qualitative exploratory case study of 35 students. Data came from interviews, focus group interactions, observations, and written responses to open-ended questions, which were subsequently triangulated. Findings revealed heightened feelings of stress, desire to become comfortable on campus, reliance upon continuing-generation friends, helpfulness of a specialized first-year seminar course, and uncertainty about advisors' roles.

The Implementation of Biological Phosphorus and Nitrogen Removal with the Bio-Denipho Process on a 265,000 PE Treatment Plant

1992 ◽  
Vol 25 (4-5) ◽  
pp. 161-168 ◽  
Author(s):  
J. Einfeldt
Keyword(s):  
Nitrogen Removal ◽  
Treatment Plant ◽  
First Year ◽  
In Series ◽  
Design Loads ◽  
Last Stage ◽  
Two Stages ◽  
The City ◽  
Biological Phosphorus

A process, called Bio-Denipho, for combined biological phosphorus and nitrogen removal in a combination of an anaerobic tank and two oxidation ditches is described. In this process the anaerobic tank consisting of three sections working in series is followed by two oxidation ditches. These too are working in series, but with both inlet to and outlet from the tanks changing in a cycle. The Bio-Denipho process is described specifically for the process itself and as a case study for the implementation of the process on a 265,000 pe wastewater treatment plant for the city of Aalborg in Denmark. The plant was designed and erected in two stages and the last stage was inaugurated October 31,1989. Lay-out and functions for the plant is described and design loads, plan lay-out and tank volumes are given in this paper together with performance data for the first year in operation.

scholarly journals Spiritual and Religious Support for Underrepresented First-Generation, Low-Income (UFGLI) Students

Religions ◽  
2021 ◽  
Vol 12 (7) ◽  
pp. 548
Author(s):  
Elliott Ingersoll ◽  
Sophia Elliott ◽  
Stephanie Drcar
Keyword(s):  
Literature Review ◽  
Low Income ◽  
First Generation ◽  
Support Systems ◽  
Educational Experience ◽  
Religious Support ◽  
Religion And Spirituality ◽  
Minimal Support ◽  
Systemic Barriers

UFGLI students comprise 34% of the students enrolled in four-year universities. Unlike some students, UFGLI students face internal and systemic barriers throughout their educational experience and their struggles are often dismissed and disregarded. Working and raising a family while taking courses, minimal support systems, and financial struggles require students to optimize their resources. We explore the issues of UFGLI students and the importance of their spiritual and religious supports using a literature review and a case study. Religious and spiritual identities are resources that should be explored and supported by staff at university counselling centers. Affirming UFGLI students’ religious and spiritual identities and understanding how religion and spirituality work in their lives can assist these students in their acclimation to and success at university.

scholarly journals Differences in echocardiography interpretation techniques among trainees and expert readers

2021 ◽  
Author(s):  
David Roy Anderson ◽  
Sarah Blissett ◽  
Patricia O’Sullivan ◽  
Atif Qasim
Keyword(s):  
Diagnostic Accuracy ◽  
Systematic Approach ◽  
Qualitative Case Study ◽  
First Year ◽  
Educational Tool ◽  
Thought Processes ◽  
Advanced Imaging ◽  
Multiple Images ◽  
Novice Readers

Abstract Background Trainees learn transthoracic echocardiogram (TTE) interpretation through independently completing and reviewing selected portions of the study with experts. The diagnostic accuracy of novice TTE interpretation is known to be low and schema for reading TTEs systematically are lacking. The purpose of our study is to identify techniques experts use while reading TTEs which could be used to more effectively teach novice readers. Methods We performed a prospective qualitative case study to observe how experts and trainees interpret TTEs in an academic institution using a concurrent think aloud (CTA) method. Three TTEs of intermediate complexity were given to 3 advanced imaging fellows, 3 first year fellows and 3 expert TTE readers Participants filled out a report while reading and described aloud their thought processes. Sessions were video and audiotaped for analysis. Results Experts and advanced fellows used specific techniques that novices did not including: previewing studies, reviewing multiple images simultaneously, having flexibility in image review order and disease coding, and saving hardest elements to code for the end. Direct observation of TTE reading informed trainee inefficiencies and was a well-received educational tool. Conclusions In this single centered study we identified several unique approaches experts use to interpret TTEs which may be teachable to novices. Although limited in generalizability the findings of this study suggests that a more systematic approach to TTE interpretation, using techniques found in experts, might be of significant value for trainees. Further study is needed to evaluate teaching practices at other institutions and to assess whether implementation of these techniques by novices improves can improve their diagnostic accuracy and efficiency of reading at an earlier stage in their training.

Decolonising a landscape architecture studio: Spatial modelling of student narratives

2021 ◽  
Vol 1 (1) ◽  
pp. 39-47
Author(s):  
Christine Price
Keyword(s):  
Spatial Model ◽  
Meaning Making ◽  
Three Dimensional ◽  
Spatial Modelling ◽  
First Year ◽  
Spatial Form ◽  
Public Park ◽  
New Meanings ◽  
Global North

This paper problematises the dominance of global north perspectives in landscape architectural education, in South Africa where there are urgent calls to decolonise education and make visible indigenous and vernacular meaning-making practices. In grappling with these concerns, this research finds resonance with a multimodal social semiotic approach that acknowledges the interest, agency and resourcefulness of students as meaning-makers in both accessing and challenging dominant educational discourses. This research involves a case study of a design project in a first-year landscape architectural studio. The project requires students to choose a narrative and to represent it as a spatial model: a scaled, 3D maquette of a spatial experience that could be installed in a public park. This practitioner reflection closely analyses the spatial model of one student, Malibongwe, focusing on his interest in meaning-making; the innovative meaning-making practices and diverse resources he draws on; and his expression of spatial signifiers of the Black experiences portrayed in his narrative. This reflection shows how Malibongwe’s narrative is not only reproduced in the spatial model, it is remade: the transformation of resources into three-dimensional spatial form results in new understandings and the production of new meanings.

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