Who Enrolls in College Death Education Courses? A Longitudinal Study

2009 ◽  
Vol 58 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Sarah Brabant ◽  
DeAnn Kalich
Keyword(s):  
At Risk ◽  
Empirical Evidence ◽  
At Risk Students ◽  
College Level ◽  
Death Education ◽  
Ethical Considerations ◽  
Unresolved Grief ◽  
The University ◽  
Education Courses ◽  
At Risk Student

A major concern for the pioneers in death education at the college level was the need to recognize those students who enrolled in the course in order to get help with death related issues, primarily suicidal thoughts and unresolved grief. Despite anecdotal evidence of these at-risk students, this concern has yet to be addressed adequately. This may be due in part to the paucity of empirical evidence. The authors bring over 30 combined years of experience in teaching death education at the university level. They have their own anecdotal stories. They also have empirical evidence. This article addresses the question of why students take death education courses in college by examining data collected from death education classes over a span of 20 years and 3 decades (1985–2004). The results document the magnitude and consistency of the at-risk student. The authors discuss the precautionary steps they take and call for a renewed discourse on ethical considerations in death education.

scholarly journals The Residential Learning Community as a Platform for High-Impact Educational Practices Aimed at At-Risk Student Success

2016 ◽  
Vol 16 (6) ◽  
pp. 42-55 ◽  
Author(s):  
Bryan Hall ◽  
Tom O'Neal
Keyword(s):  
At Risk ◽  
Learning Community ◽  
At Risk Students ◽  
High Impact ◽  
Indiana University ◽  
Residential Learning Community ◽  
The University ◽  
High Degree ◽  
At Risk Student ◽  
Academic Year

This paper reports and analyzes the findings of a residential learning community (RLC) project for academically at-risk students piloted in academic year 2013-14 at Indiana University Southeast. Consisting of an array of high-impact practices, and using both student self- reporting measures of our own design and a rubric-based assessment of academic performance, the cohort was retained at a higher rate and performed better on both content outcomes and analytical abilities than their non-RLC peers. These students also expressed a high degree of connectedness to their peers and instructors as well as greater engagement with the university.

scholarly journals Monitoring Students at the University: Design and Application of a Moodle Plugin

2020 ◽  
Vol 10 (10) ◽  
pp. 3469 ◽  
Author(s):  
María Consuelo Sáiz-Manzanares ◽  
Raúl Marticorena-Sánchez ◽  
César Ignacio García-Osorio
Keyword(s):  
At Risk ◽  
Early Detection ◽  
At Risk Students ◽  
Machine Learning Techniques ◽  
Dropout Rates ◽  
Dynamic Learning ◽  
Academic Risk ◽  
University Environment ◽  
Student Dropout ◽  
The University

Early detection of at-risk students is essential, especially in the university environment. Moreover, personalized learning has been shown to increase motivation and lower student dropout rates. At present, the average dropout rates among students following courses leading to the award of Spanish university degrees are around 18% and 42.8% for presential teaching and online courses, respectively. The objectives of this study are: (1) to design and to implement a Modular Object-Oriented Dynamic Learning Environment (Moodle) plugin, “eOrientation”, for the early detection of at-risk students; (2) to test the effectiveness of the “eOrientation” plugin on university students. We worked with 279 third-year students following health sciences degrees. A process for extracting information records was also implemented. In addition, a learning analytics module was developed, through which both supervised and unsupervised Machine Learning techniques can be applied. All these measures facilitated the personalized monitoring of the students and the easier detection of students at academic risk. The use of this tool could be of great importance to teachers and university governing teams, as it can assist the early detection of students at academic risk. Future studies will be aimed at testing the plugin using the Moodle environment on degree courses at other universities.

Meeting the At-Risk Challenge: Empowering Nursing Students Through Mentoring

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Lori L. Candela ◽  
Susan Kowalski ◽  
Dianne Cyrkiel ◽  
Deborah Warner
Keyword(s):  
At Risk ◽  
Nursing Students ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Nursing Faculty ◽  
At Risk Students ◽  
Learning Gain ◽  
Nursing Courses ◽  
The University ◽  
Faculty Mentors

Wanting to improve student retention, progression, and graduation, the nursing faculty of the University of Nevada, Las Vegas developed a program for undergraduate students. Designated faculty mentors are available for academically at-risk students, or any student wanting to improve learning skills. Through mentoring sessions, students are helped to assess their learning difficulties, develop individualized prescription plans for learning, gain support during implementation of learning strategies, and evaluate results. Implemented in 2002, the program reflects positive outcomes. Of the 29 students who were referred to the program, only 3 were unsuccessful in passing their nursing courses. Student evaluations of the program reflect the value of the mentoring experience. The program has subsequently developed in the areas of advertising, diagnostic student testing, and student access to support resources.

scholarly journals Exploring the “At-Risk” Student Label Through the Perspectives of Higher Education Professionals

2020 ◽  
Author(s):  
Nick Dix ◽  
Andrew Lail ◽  
Matt Birnbaum ◽  
Joseph Paris
Keyword(s):  
Higher Education ◽  
At Risk ◽  
Undergraduate Students ◽  
Thematic Analysis ◽  
At Risk Students ◽  
Institutions Of Higher Education ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
Risk Definition ◽  
At Risk Student

Institutions of higher education often use the term “at-risk” to label undergraduate students who have a higher likelihood of not persisting. However, it is not clear how the use of this label impacts the perspectives of the higher education professionals who serve and support these students. Our qualitative study explores the descriptions and understandings of higher education professionals who serve and support at-risk students. We use thematic analysis (Braun & Clark, 2006) to interpret our data and develop our themes. These themes include conflicting views of the “at-risk” definition, attempts to normalize at-risk, fostering relationships, and “at-promise.”

The Galilee Day Program: Alternative education and training strategies for young people in substitute care

1998 ◽  
Vol 23 (3) ◽  
pp. 29-35
Author(s):  
Robert Long
Keyword(s):  
At Risk ◽  
Young People ◽  
Alternative Education ◽  
Education Program ◽  
At Risk Students ◽  
Australian Capital Territory ◽  
Substitute Care ◽  
Alternative Education Program ◽  
At Risk Student ◽  
And Training

Comprehensive research undertaken in 1995 and 1997 clearly establishes the educational needs of at-risk young people. Research by Webber and Hayduk (Leaving School Early) and Brooks et al (NYARS report Under-age School Leaving) establishes indicators contributing to under-age school leaving which are discussed in relation to the responsibility of schools in meeting the needs of at-risk students. Without revisiting the tenets of the deschooling movement which have been canvassed in detail in the pages of many books and education journals, the discussion explores the validity of alternative models to mainstream schooling. The paper assumes a certain inability of schooling to meet the needs of at-risk student; indeed it could be argued that the purpose of schooling generates and selects at-risk students. In a schooling culture which propagates the ideology of integration, the paper suggests the validity of an alternative and exclusion-based model of education. One such model has been established in 1997 in the Australian Capital Territory and this alternative education program is evaluated.

scholarly journals Don't Drop Out, Drop In: A Workshop for At-Risk Students

1999 ◽  
Vol 19 (1) ◽  
pp. 50-53 ◽  
Author(s):  
Carolyn N. Brooks-Harris ◽  
Val G. Mori ◽  
Lynne M. Higa
Keyword(s):  
At Risk ◽  
At Risk Students ◽  
Drop Out ◽  
Academic Difficulties ◽  
Intervention Method ◽  
Campus Resources ◽  
The University ◽  
Academic Decisions

This article describes a workshop that is targeted at students overcoming academic difficulties after a one-semester suspension. Participants are encouraged to use campus resources, empowered to make better personal and academic decisions, and given an opportunity to connect with other students and the university as a whole. This workshop represents an efficient intervention method that can increase retention and is easily transferable to other universities.

Eliminating the Achievement Gap: The 21ST Century Program

1997 ◽  
Vol 1 (6) ◽  
pp. 28-29
Author(s):  
Mary L. Hummel
Keyword(s):  
At Risk ◽  
Achievement Gap ◽  
21St Century ◽  
Support Services ◽  
At Risk Students ◽  
University Of Michigan ◽  
Minority Achievement ◽  
University Life ◽  
Minority Interests ◽  
The University

According to professor of psychology Claude Steele, practices such as support services for so-called at-risk students and the sidelining of minority interests in university life can actually undermine minority achievement. So what helps promote it? The answer for Steele and other educators at the University of Michigan is to raise expectations for all students. This is the philosophy behind the 21st Century Program.

scholarly journals Interpersonal Relationship to Tackle At-Risk Students: A Case Study in EFL Learning

2018 ◽  
Vol 18 (2) ◽  
pp. 200
Author(s):  
Katharina Rustipa
Keyword(s):  
At Risk ◽  
Interpersonal Relationship ◽  
At Risk Students ◽  
Learning Outcome ◽  
Classroom Context ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teaching Learning ◽  
At Risk Student

This study investigated interpersonal relationship to tackle at-risk students’ low competence, inactive class participation, misbehave. This research especially aims at knowing how positive, supportive teacher-at risk student relationship can enhance the student’s learning outcome, how teacher-student relationship can enhance students’ motivation, can activate the at-risk students. This study is descriptive in nature held in a classroom context in sentence writing class in Stikubank University (UNISBANK) Semarang, Indonesia. The results of the study revealed how the at-risk student’s perception on teacher’s affective qualities can affect their learning outcome. It is concluded that the more positive the at-risk student’s perception on the teacher-student relationship, the higher the learning outcome she/ he achieves. The positive at-risk students’ perception on their teacher’s affective qualities makes them achieve the learning outcome successfully. This is because they feel that their teacher creates a safe and trustful environment that makes them feel free to share difficulties. Thus, supportive and caring teacher-at risk student relationship is essential in teaching-learning process.

Distance Mentoring

1997 ◽  
Vol 26 (2) ◽  
pp. 181-186 ◽  
Author(s):  
Stanley D. Stephenson
Keyword(s):  
At Risk ◽  
Positive Impact ◽  
At Risk Students ◽  
Academic Program ◽  
Entry Level ◽  
Course Material ◽  
The University ◽  
E Mail

To reduce attrition in an entry-level programming class, students who performed poorly on the first exam were matched with interested alumni. All alumni were located in cities other than the university and could only communicate with their mentorees by e-mail, mail, phone, or some other means. In general, no guidance was given to the mentors, but they were told that they could give any advice on programs or course material. The program produced a significant reduction in both overall course attrition and also for the at-risk students. Such results can have a positive impact on both students and an academic program.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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