The Impact of Class Size and Number of Students on Outcomes in Higher Education

Numerous studies have investigated the impact of class size on student outcomes. This analysis contributes to this discussion by examining the impact of class size on student outcomes in higher education. Additionally, this paper investigates the importance of student load (total number of students taught across all courses) in educational outcomes. We find that both class size and student load negatively impact student assessments of courses and instructors. Large classes and heavy student loads appear to prompt faculty to alter their courses in ways deleterious to students

Lessons Learned from Development of a Software Tool to Support Academic Advising

We detail some lessons learned while designing and testing a decision-theoretic advising support tool for undergraduates at a large state university. Between 2009 and 2011 we conducted two surveys of over 500 students in multiple majors and colleges. These surveys asked students detailed questions about their preferences concerning course selection, advising, and career paths. We present data from this study which may be helpful for faculty and staff who advise undergraduate students. We find that advising support software tools can augment the student-advisor relationship, particularly in terms of course planning, but cannot and should not replace in-person advising.Comment: 5 Figures, revised version including more figures and cross-referencin

THE EARLY IMPACT OF THE REVISED LEAVING CERTIFICATE GRADING SCHEME ON STUDENT PERCEPTIONS AND BEHAVIOUR. ESRI RESEARCH SERIES NUMBER 85 JANUARY 2019

This report examines the early effects, on student perceptions and behaviour, of a change in the grading structure for the Leaving Certificate (LC) examination, which took place in 2017. Potential change in LC outcomes is an important policy issue, given the crucial role played by upper secondary grades in access to higher education (HE) and in (higher quality) employment in Ireland (Hannan et al., 1998; McCoy et al., 2010a; Smyth and McCoy, 2009). In Ireland, the terminal, externally assessed system, with its high-stakes character, has been found to profoundly influence the nature of learning and skills development experienced by young people (McCoy et al., 2014b; Burns et al., 2018; Smyth et al., 2011). This report assesses whether an adjustment in the grading system has had an impact on the perceptions and behaviour of the first cohort of students experiencing the new scheme, in their final year of school

INVESTIGATING FACTORS PREDICTING EFFECTIVE LEARNING IN A CS PROFESSIONAL DEVELOPMENT PROGRAM FOR K-12 TEACHERS

The demand for K-12 Computer Science (CS) education is growing and there is not an adequate number of educators to match the demand. Comprehensive research was carried out to investigate and understand the influence of a summer two-week professional development (PD) program on teachers’ CS content and pedagogical knowledge, their confidence in such knowledge, their interest in and perceived value of CS, and the factors influencing such impacts. Two courses designed to train K-12 teachers to teach CS, focusing on both concepts and pedagogy skills were taught over two separate summers to two separate cohorts of teachers. Statistical and SWOT analyses were then performed using measures such as attitudinal surveys and knowledge assessments. Findings showed the PD program had a significant impact on the teachers, there was a positive correlation between teachers’ pre-program confidence and knowledge, and additional insights on how to deliver such PD programs more effectively. Results will help inform K-12 CS PD program design. Advisor: Leen-Kiat So

Are providers prepared for genomic medicine: interpretation of Direct-to-Consumer genetic testing (DTC-GT) results and genetic self-efficacy by medical professionals.

BACKGROUND:Precision medicine is set to deliver a rich new data set of genomic information. However, the number of certified specialists in the United States is small, with only 4244 genetic counselors and 1302 clinical geneticists. We conducted a national survey of 264 medical professionals to evaluate how they interpret genetic test results, determine their confidence and self-efficacy of interpreting genetic test results with patients, and capture their opinions and experiences with direct-to-consumer genetic tests (DTC-GT). METHODS:Participants were grouped into two categories, genetic specialists (genetic counselors and clinical geneticists) and medical providers (primary care, internists, physicians assistants, advanced nurse practitioners, etc.). The survey (full instrument can be found in the Additional file 1) presented three genetic test report scenarios for interpretation: a genetic risk for diabetes, genomic sequencing for symptoms report implicating a potential HMN7B: distal hereditary motor neuropathy VIIB diagnosis, and a statin-induced myopathy risk. Participants were also asked about their opinions on DTC-GT results and rank their own perceived level of preparedness to review genetic test results with patients. RESULTS:The rates of correctly interpreting results were relatively high (74.4% for the providers compared to the specialist's 83.4%) and age, prior genetic test consultation experience, and level of trust assigned to the reports were associated with higher correct interpretation rates. The self-selected efficacy and the level of preparedness to consult on a patient's genetic results were higher for the specialists than the provider group. CONCLUSION:Specialists remain the best group to assist patients with DTC-GT, however, primary care providers may still provide accurate interpretation of test results when specialists are unavailable

Outcomes of Holistic Review in a Medical School Offering a Six-Year Combined Baccalaureate and Medical Degree Program and Traditional Four-Year Medical Degree Program

Title from PDF of title page viewed august 24, 2018Dissertation advisor: Tiffani Riggers-PiehlVitaIncludes bibliographical references (pages 142-157)Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2018The purpose of this ex-post facto quantitative study was to examine the outcomes of holistic review in the BA/MD program and the MD program at the University of Missouri Kansas City School of Medicine. Outcomes were evaluated based on the type of admission review students received (either pre-holistic review or holistic review) for each separate degree program (BA/MD or MD). Outcomes studied were learning, developmental, and professional outcomes of the graduates as they related to the mission of the medical school and the diversity rationale. Specifically, the outcomes measured included graduating GPA, graduation rate, licensure exam performance, and answers to eight questions from the Association of American Medical Colleges’ Graduation Questionnaire containing survey items addressing diversity-related attitudes, experiences, and perceptions. The sample included BA/MD students admitted in 2007, 2008, and 2009 (pre-holistic review) and 2010 and 2011 (post-holistic review) as well as MD students admitted in 2009 and 2010 (pre holistic review) and 2011, 2012, and 2013 (post-holistic review). Means, frequencies, chi square test for homogeneity, independent samples T-tests, Hotelling’s T2, and two-way ANOVA were used to examine differences between type of admission, and in some cases by race/ethnicity, for each dependent variable and for each degree program. Findings showed that implementing holistic review resulted in an increase in the academic measures of Step 1 and Step 2 CK licensing exam scores for MD students when examined separately, and an increase in graduating GPA, Step 1, and Step 2 CK scores for MD students when examined together. Additionally, significant differences seen in degree attainment for BA/MD students among racial/ethnic identity prior to holistic review were eliminated once holistic review was used. Students’ participation in diversity-related experiences also increased for both the BA/MD and MD programs once holistic review was utilized, and gaps previously seen among racial/ethnic identity in career plans to work with underserved populations were closed. No significant decreases in outcomes measures were found in any of the variables when holistic review was utilized. This study filled a gap in holistic review literature, as few studies exist examining graduation outcomes of holistic review processes in medical schools.Introduction -- Review of literature -- Methodology -- Results -- Discussion -- Appendix A. Data codes -- Appendix B. Holm-Bonferroni tables -- Appendix C. Supplemental table