scholarly journals Innovating for student success: The University Leadership Network (ULN) and tiered undergraduate peer mentor model

2017 ◽  
Vol 28 (3) ◽  
Author(s):  
Jennifer L. Smith
Keyword(s):  
Student Success ◽  
Large Scale ◽  
Critical Role ◽  
Underrepresented Minority ◽  
University Leadership ◽  
Peer Mentor ◽  
First Year Students ◽  
University Of Texas ◽  
The University ◽  
Mentor Model

This paper highlights the innovative approach the Student Success Initiative’s unit at the University of Texas at Austin is taking to increase undergraduate persistence and four-year graduation rates. Specifically, this piece explores the large-scale University Leadership Network (ULN) program and examines the tiered undergraduate peer mentor model utilized to support the success of first-year students from low-socioeconomic backgrounds, including a majority of underrepresented minority (URM) students. The article also reviews the critical role peer mentors play in helping to meet institution-wide goals and how they extend the reach of student support programs. Lastly, best practices, challenges, and components necessary for program replication will be presented.

Two-dimensional elastic pseudo-spectral modeling of wide-aperture seismic array data with application to the Wichita Uplift-Anadarko Basin region of southwestern Oklahoma

1990 ◽  
Vol 80 (6A) ◽  
pp. 1677-1695 ◽  
Author(s):  
Ik Bum Kang ◽  
George A. McMechan
Keyword(s):  
Large Scale ◽  
Deep Structure ◽  
Sedimentary Basins ◽  
P Wave ◽  
Two Dimensional ◽  
Anadarko Basin ◽  
Near Surface ◽  
University Of Texas ◽  
Wide Aperture ◽  
The University

Abstract Full wave field modeling of wide-aperture data is performed with a pseudospectral implementation of the elastic wave equation. This approach naturally produces three-component stress and two-component particle displacement, velocity, and acceleration seismograms for compressional, shear, and Rayleigh waves. It also has distinct advantages in terms of computational requirements over finite-differencing when data from large-scale structures are to be modeled at high frequencies. The algorithm is applied to iterative two-dimensional modeling of seismograms from a survey performed in 1985 by The University of Texas at El Paso and The University of Texas at Dallas across the Anadarko basin and the Wichita Mountains in southwestern Oklahoma. The results provide an independent look at details of near-surface structure and reflector configurations. Near-surface (<3 km deep) structure and scattering effects account for a large percentage (>70 per cent) of the energy in the observed seismograms. The interpretation of the data is consistent with the results of previous studies of these data, but provides considerably more detail. Overall, the P-wave velocities in the Wichita Uplift are more typical of the middle crust than the upper crust (5.3 to 7.1 km/sec). At the surface, the uplift is either exposed as weathered outcrop (5.0 to 5.3 km/sec) or is overlain with sediments of up to 0.4 km in thickness, ranging in velocity from 2.7 to 3.4 km/sec, generally increasing with depth. The core of the uplift is relatively seismically transparent. A very clear, coherent reflection is observed from the Mountain View fault, which dips at ≈40° to the southwest, to at least 12 km depth. Velocities in the Anadarko Basin are typical of sedimentary basins; there is a general increase from ≈2.7 km/sec at the surface to ≈5.9 km/sec at ≈16 km depth, with discontinuous reflections at depths of ≈8, 10, 12, and 16 km.

The Cultural Affiliations and Chronological Position of the Clear Fork Focus

1947 ◽  
Vol 13 (2) ◽  
pp. 97-109 ◽  
Author(s):  
J. Charles Kelley
Keyword(s):  
Large Scale ◽  
Temporal Distribution ◽  
University Of Texas ◽  
Projectile Points ◽  
Additional Information ◽  
Central Texas ◽  
The University ◽  
Relationship Of ◽  
Archaeological Cultures ◽  
The Relationship

The importance of the Clear Fork Focus as a pre-pottery archaeological complex of north-central Texas has become generally known to archaeologists through the industry of its discoverer and principal proponent, Dr. Cyrus N. Ray, of Abilene, Texas. Unfortunately, the relationship of this complex to other and comparable archaeological cultures of Texas has been largely neglected and some regrettable misinformation in regard to its chronological position has been widely disseminated. In this paper the cultural affiliations and age of the Clear Fork Focus will be discussed in terms of the evidence presented by its discoverers and from the standpoint of new data derived from large scale excavations completed by the University of Texas in the terraces of the Colorado River near Austin, Texas. Additional information obtained by the writer through study of some twelve thousand projectile points from central, south, and western Texas, and their geographic and temporal distribution also is used.

scholarly journals MAINTAINABILITY, DESIGN PROCESSES AND BUILDING SERVICES -A CASE STUDY OF SELECTED BUILDINGS IN THE RIVERS STATE UNIVERSITY

2021 ◽  
pp. 18-28
Author(s):  
Chioma Okandu ◽  
Chizy Akani ◽  
Warebi Brisibe
Keyword(s):  
Architectural Design ◽  
Large Scale ◽  
Critical Role ◽  
State University ◽  
Design Processes ◽  
Building Maintenance ◽  
Role Design ◽  
The University ◽  
Rivers State

The paper examines the issues of building maintenance of public buildings from an architectural design-based perspective.It considered the critical role design plays in achieving the optimal functionality of building services throughout the building life span. Design related elements and components which facilitate maintainability are discussed. Institutional buildings at the university in their current state are considered against these dimensions. The research adopts a case study/ review approach. The study focused on multi-story structures existing in the university. Findings of the study reveal poor considerations for maintainability in design processes, resulting in inefficiency of building services on a large scale.

scholarly journals The Development of Academic Advising to Enable Student Success in South Africa

2021 ◽  
Vol 9 (2) ◽  
pp. 1-15
Author(s):  
Gugu Wendy Tiroyabone ◽  
Franҫois Strydom
Keyword(s):  
South Africa ◽  
Student Success ◽  
Academic Advising ◽  
Positive Impact ◽  
Critical Role ◽  
Relevant Information ◽  
Institutional Perspective ◽  
International Perspectives ◽  
Wide Range ◽  
The University

Universities promote social justice by improving student success; a university degree is one of the most powerful tools to change the economic prospects of students, their families, and communities. For students to succeed, it is vital that they are connected to the wide range of support services in a meaningful way. Unfortunately, many students (especially first-generation students) find it difficult to connect to university environments that are complex and that are often not optimally coordinated. International and national research show that academic advising plays a critical role in improving student engagement and success by facilitating better coordination and integration of support. Academic advising provides students with relevant information, facilitates their conceptual understanding of the university, and allows students the opportunity to form a meaningful relationship with the institution through an advisor and by means of various advising initiatives. This paper shares international perspectives on the critical importance of academic advising for student success. Building on these perspectives, we reflect on the development of academic advising in South Africa and on its potential for enhancing student success in our context. We provide an institutional perspective by sharing the journey of the University of the Free State. In doing so, we show the positive impact of advising before and during the pandemic and we conclude with lessons for the future of academic advising in the South African context.

Examples of Academic Support Systems to Improve Student Success

2006 ◽  
Author(s):  
Amir Karimi
Keyword(s):  
Student Success ◽  
Student Retention ◽  
Support Systems ◽  
San Antonio ◽  
Academic Support ◽  
Student Attrition ◽  
University Of Texas ◽  
Student Demographics ◽  
Underlying Causes ◽  
The University

The University of Texas at San Antonio (UTSA) has implemented a number of academic support systems to address obstacles to student success and to improve student retention. This paper describes the student demographics at UTSA, provides tracking data on student enrollment and retention, and includes discussion of the underlying causes of student attrition. It will describe some of the programs that are implemented to improve student success. Data is provided to measure the level of success of some of the programs that have implemented for the student success.

Using Latent Profile Analysis to Harness the Heterogeneity of Nonretained College Students

2016 ◽  
Vol 18 (4) ◽  
pp. 457-473
Author(s):  
Tracey N. Sulak ◽  
Jennifer Massey ◽  
David Thomson
Keyword(s):  
Large Scale ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Retention Rates ◽  
First Year ◽  
First Year Students ◽  
Private Research ◽  
Key Variables ◽  
The University ◽  
Latent Profile

Universities struggle to raise retention rates among first-year students. Traditional analyses have not only focused on large-scale issues and addressed the needs of the majority but also done little to change overall retention numbers. The current study demonstrates the benefit of using a person-centered approach to retention research. Latent profile analysis was used to examine all nonretained, first-year students ( n = 515) from the 2011 cohort at a private, research-intensive university. The larger population of nonretained first-year students appeared to contain several smaller, subpopulations, and these smaller groups differed on key variables collected by the university. The differences in the subpopulations indicate a need for greater specificity in retention programming.

scholarly journals First semester academic performance: The importance of early indicators of non-engagement

2018 ◽  
Vol 9 (4) ◽  
pp. 1-12 ◽  
Author(s):  
Jacques Van der Meer ◽  
Stephen Scott ◽  
Keryn Pratt
Keyword(s):  
Academic Performance ◽  
Student Success ◽  
Grade Point Average ◽  
First Year ◽  
First Year Students ◽  
Grade Point ◽  
Retention Strategy ◽  
First Semester ◽  
Efficiency And Effectiveness ◽  
The University

Success, progression and retention of students are goals of many university strategic directions and policies. For many decades it has been recognised that the greatest focus in any retention strategy should be on first-year students. University of Otago too has goals around student success. The Strategic Plan of the institution also identified that in the context of a fiscally constrained environment, all of our activities and processes need to be assessed for efficiency and effectiveness.  To this end, a pilot was undertaken in one area of the university to identify possible indicators of first-year students’ non-engagement in the first semester and their possible impact on the first semester academic performance. The findings suggest that there are indeed some indicators that predict Grade Point Average at the end of the first semester.

scholarly journals Analysis of Prehistoric Artifacts from 2003 Excavations at the George C. Davis Site (41CE19), Cherokee County, Texas

2010 ◽  
Author(s):  
Perttula
Keyword(s):  
Large Scale ◽  
Small Sample ◽  
Geophysical Survey ◽  
Historic Site ◽  
University Of Texas ◽  
Pottery Sherds ◽  
The University ◽  
Geophysical Anomalies ◽  
Archaeological Excavations

A small sample of artifacts were recovered in 2003 archaeological excavations at the George C. Davis site (Caddoan Mounds State Historic Site) by The University of Texas at Austin. The work was done in conjunction with a large-scale geophysical survey of the site to locate archaeologically significant geophysical anomalies (i.e. Caddo structures, pit features, palisades, burial features, etc.). The excavations in Unit 113, ca. 150 m east of Mound B (Figure 1), were focused on Feature 237, a kind of circular Caddo structure called a “Button House” because of its four support posts around a central hearth feature. The principal kinds of artifacts found in the work include plain and decorated Caddo pottery sherds (40%), lithic debris (27%), and small pieces of what appears to be a glauconitic-rich clay (18%) that are likely not naturally found in the soils at the site. Appendix 1 provides an inventory, by provenience, of the recovered artifacts.

Addressing FYC Instructors' Lack of Technological Expertise in Implementing Multimodal Assignments

2018 ◽  
pp. 166-186 ◽  
Author(s):  
Ashok Bhusal
Keyword(s):  
Teacher Training ◽  
El Paso ◽  
First Year ◽  
First Year Students ◽  
First Year Writing ◽  
University Of Texas ◽  
First Year Composition ◽  
Composition Instructors ◽  
Experience Teaching ◽  
The University

The chapter argues that teacher training should focus on providing guidelines to instructors on how to use technology and on the skills necessary to implement multimodal assignments. It uses UTEP's first-year writing program as a case study to investigate the multimodal assignments as part of the syllabus given to first-year students. It presents an analysis of interviews with current first-year composition instructors regarding their experience teaching multimodal projects and examines current first-year composition courses and teacher training practices at the University of Texas El Paso (UTEP) to gauge the effective implementation of multimodal assignments. Finally, it offers recommendations to address the obstacles and lack of expertise of instructors in employing multimodality in the classroom.

Direct Effects of High-Impact Practices on the Success of Business Majors in Large, Mostly Nonresidential Public Universities

2019 ◽  
Vol 44 (1) ◽  
pp. 39-65
Author(s):  
Malu Roldan ◽  
Tanvi Kothari ◽  
Linda M. Dunn-Jensen
Keyword(s):  
Student Success ◽  
Degree Completion ◽  
Liberal Arts ◽  
High Impact ◽  
First Year ◽  
Direct Effects ◽  
Underrepresented Minority ◽  
Business Majors ◽  
First Year Students ◽  
High Impact Practices

High-impact practices (HIPs) have been shown to be effective in helping first-year students successfully transition into college. However, since most of the research on HIPs has been done in small liberal arts settings, little is known about the efficacy and implementation practices of HIPs in large, public, primarily nonresidential institutions, or business schools within these institutions. This article seeks to address this need. Our study suggests that a comparison among students involved in HIPs versus those who forgo the experiences shows significant differences in impact, particularly on degree completion. However, further analysis shows that the gains were primarily achieved among students who were not members of underrepresented minority (URM) groups. As institutions face pressure from key constituents to improve graduation rates while reducing achievement gaps, it is becoming increasingly important for administrators and faculty to assess which approaches are most likely to achieve both these aims, particularly as scaling HIPs to larger settings is expensive and fraught with difficulties. This study reports on the effectiveness of HIPs for supporting the success of both URM and non-URM students and makes recommendations for building student success programs that ensure the success of all students, especially in large, diverse higher education institutions.

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