Academic Success and Curricular Structure: Exploring the Relationship Between Prerequisite Course Sequence and Grade Point Average in Community College Health Science Students

The current and ongoing shortage of healthcare professionals in the United States challenges educators and institutions to produce graduates of health professions programs in ever-increasing numbers. However, the current process typically used in community colleges is a cafeteria-style system of open enrollment, a model in which students pick courses from many choices without guidance or counseling. As a result, students often enroll in more advanced courses before taking the fundamental science courses. This may lead to poor performance, dropout, or failure. One potentially important variable in student success at a community college in the southwestern United States is student performance in the prerequisite course sequence in the health science curriculum. In this study, a prerequisite course is a course in the health sciences curriculum required for application to one of the health professions programs at South Community College; prerequisite grade point average (PGPA) is a student’s grade point average in the health professions related science (HPRS) courses. PGPA is a commonly used criterion for admission to health professions programs. This study was therefore designed as a quantitative retrospective analysis of health professions related science prerequisite course sequence and PGPA. This study was designed to produce empirical data to support proposed curricular innovations and strategies at the study site. The study findings demonstrated statistically significant relationships between course sequence and PGPA. These data may be applied to formulate strategies directed at resolving issues that negatively affect enrollment, academic success, and graduation rates of students in the health sciences at South Community College. Keywords: Prerequisite Grade Point Average (PGPA), Health Professions Related Science (HPRS), course sequenc

Factors That Contribute to Persistence and Retention of Underrepresented Minority Undergraduate Students in Science, Technology, Engineering, and Mathematics (STEM)

The objective of this research was to identify specific factors that contribute to underrepresented minority (African American, Hispanic, Native American) undergraduate students‟ success in STEM disciplines at a regional university during the 2007-2010 timeframe. As more underrepresented minority (URM) students complete STEM degrees, many will possess the skills to become part of the domestic human capital needed to meet U. S. workforce demands and enhance the nation‟s STEM innovation. According to Burke and Mattis (2007), the lack of URM students in STEM education and in the workforce is one of the major contributors to STEM shortages in the United States. In this study, the investigator employed a sequential mixed method design to comprehensively examine which specific factors contributed to URM student success in STEM. Mixed methods design was necessary in order to capture the complexities of factors contributing to URM persistence and retention in STEM disciplines. Data collection and analysis was conducted to address four research objectives in two distinct sequential phases. In Phase I, quantitative analysis of archival data (taken from the regional university‟s ISIS and SAM databases) was used to explore the impact of specific factors on URM student persistence and retention. Logistic regression was used as the statistical procedure to examine objectives one and two. In Phase II, qualitative data were collected and analyzed using a nominal group technique. The researcher met with eighteen URM students (11 African American, four Hispanics, and three Native American) and posed two questions based on the quantitative findings as to why they persisted and were retained in STEM disciplines. This study was designed to help students and this institution better understand how URM students can navigate and overcome barriers to obtaining STEM degrees. According to George, Neale, Van Horne, and Malcolm (2001), tapping the reservoir of URM could help in meeting the STEM workforce demand as these minorities continue to show great increases in college enrollment. The findings for objectives one and two revealed four factors that were statistically significant contributors of URM student success in STEM disciplines. They included college GPA, academically rigorous curriculum, percent of hours completed, and percent of hours passed. The findings of objectives three and four revealed the top five rankings of URM persistence and retention factors in STEM success. The researcher employed a nominal group technique to collect and analyze this qualitative data

The Changing Environment in Postgraduate Education in Orthopedic Surgery and Neurosurgery and Its Impact on Technology-Driven Targeted Interventional and Surgical Pain Management : Perspectives from Europe, Latin America, Asia, and The United States

Personalized care models are dominating modern medicine. These models are rooted in teaching future physicians the skill set to keep up with innovation. In orthopedic surgery and neurosurgery, education is increasingly influenced by augmented reality, simulation, navigation, robotics, and in some cases, artificial intelligence. The postpandemic learning environment has also changed, emphasizing online learning and skill- and competency-based teaching models incorporating clinical and bench-top research. Attempts to improve work–life balance and minimize physician burnout have led to work-hour restrictions in postgraduate training programs. These restrictions have made it particularly challenging for orthopedic and neurosurgery residents to acquire the knowledge and skill set to meet the requirements for certification. The fast-paced flow of information and the rapid implementation of innovation require higher efficiencies in the modern postgraduate training environment. However, what is taught typically lags several years behind. Examples include minimally invasive tissue-sparing techniques through tubular small-bladed retractor systems, robotic and navigation, endoscopic, patient-specific implants made possible by advances in imaging technology and 3D printing, and regenerative strategies. Currently, the traditional roles of mentee and mentor are being redefined. The future orthopedic surgeons and neurosurgeons involved in personalized surgical pain management will need to be versed in several disciplines ranging from bioengineering, basic research, computer, social and health sciences, clinical study, trial design, public health policy development, and economic accountability. Solutions to the fast-paced innovation cycle in orthopedic surgery and neurosurgery include adaptive learning skills to seize opportunities for innovation with execution and implementation by facilitating translational research and clinical program development across traditional boundaries between clinical and nonclinical specialties. Preparing the future generation of surgeons to have the aptitude to keep up with the rapid technological advances is challenging for postgraduate residency programs and accreditation agencies. However, implementing clinical protocol change when the entrepreneur–investigator surgeon substantiates it with high-grade clinical evidence is at the heart of personalized surgical pain management

Readiness to meet demand for skills: a study of five growth industries

Overview: This study considers issues pertinent to ensuring the Australian education and training system can respond to emerging skills demand in the following industries: food and agriculture; biotechnology and pharmaceuticals; advanced manufacturing; mining equipment, technology and services; and oil and gas. The report finds a widening gap between education and skills demand and highlights the crucial role of employees in developing a skilled workforce, as well as calling for a shift in thinking about the way skills are generated

The process of technology transfer to the new biomedical and pharmaceutical firm

Supported by a grant from the Kaiser Family Foundation and by funds from the RCA Corporation.Bibliography: p.24-26.Edward B. Roberts, Oscar Hauptman

Comparative analysis of spring flood risk reduction measures in Alaska, United States and the Sakha Republic, Russia

Thesis (Ph.D.) University of Alaska Fairbanks, 2017River ice thaw and breakup are an annual springtime phenomena in the North. Depending on regional weather patterns and river morphology, breakups can result in catastrophic floods in exposed and vulnerable communities. Breakup flood risk is especially high in rural and remote northern communities, where flood relief and recovery are complicated by unique geographical and climatological features, and limited physical and communication infrastructure. Proactive spring flood management would significantly minimize the adverse impacts of spring floods. Proactive flood management entails flood risk reduction through advances in ice jam and flood prevention, forecasting and mitigation, and community preparedness. With the goal to identify best practices in spring flood risk reduction, I conducted a comparative case study between two flood-prone communities, Galena in Alaska, United States and Edeytsy in the Sakha Republic, Russia. Within a week from each other, Galena and Edeytsy sustained major floods in May 2013. Methods included focus groups with the representatives from flood managing agencies, surveys of families impacted by the 2013 floods, observations on site, and archival review. Comparative parameters of the study included natural and human causes of spring floods, effectiveness of spring flood mitigation and preparedness strategies, and the role of interagency communication and cooperation in flood risk reduction. The analysis revealed that spring flood risk in Galena and Edeytsy results from complex interactions among a series of natural processes and human actions that generate conditions of hazard, exposure, and vulnerability. Therefore, flood risk in Galena and Edeytsy can be reduced by managing conditions of ice-jam floods, and decreasing exposure and vulnerability of the at-risk populations. Implementing the Pressure and Release model to analyze the vulnerability progression of Edeytsy and Galena points to common root causes at the two research sites, including colonial heritage, unequal distribution of resources and power, top-down governance, and limited inclusion of local communities in the decision-making process. To construct an appropriate flood risk reduction framework it is important to establish a dialogue among the diverse stakeholders on potential solutions, arriving at a range of top-down and bottom-up initiatives and in conjunction selecting the appropriate strategies. Both communities have progressed in terms of greater awareness of the hazard, reduction in vulnerabilities, and a shift to more reliance on shelter-in-place. However, in neither community have needed improvements in levee protection been completed. Dialogue between outside authorities and the community begins earlier and is more intensive for Edeytsy, perhaps accounting for Edeytsy's more favorable rating of risk management and response than Galena's

North Carolina Future City Program: Increasing a Statewide Program Mission, Presence, and Participation to Ensure Institutional Legacy

The future was both the theme and purpose of this Consultancy Project (CP). Future City is an educational program supported by a national engineering organization. This program, with emphasis on engineering principles and activities, provides materials, processes, and structures that support a robust, project-based learning approach. Annually, students in sixth through eighth grade participate regionally, by creating cities of the future based on their solution to a challenge topic that changes yearly. The cycle culminates in a regional competition; regional winners compete in the national event in February. A group of engineers created a North Carolina chapter of the national Future City program in 2001–Future City North Carolina Region (FCNC). In 2013, FCNC became a partner of the North Carolina State University College of Engineering and is now an outreach program of The Engineering Place. The FCNC Steering Committee is made up largely of volunteers; volunteers run almost all aspects of the program. Members of FCNC are committed to the educational value of the program and want to ensure its future. How does FCNC grow in order to provide more students and teachers the opportunity to participate? How does the organization remain a relevant entity so as to promote this impactful learning enhancement? This CP provided a plan to answer those questions and included the following aspects: building a “band of participation” of counties across the state so as to spread awareness and program interaction, focusing on the purpose of the organization by creating mission/vision/values/belief (M/V/V/B) statements with aligned roles and responsibilities, and creating a comprehensive outward-facing communications plan leveraging social media platforms. Results that occurred from November, 2017 through May, 2019 were participation in the Regional Competition Cycle 18/19 increased 108% over the previous year intotal number of counties participating; M/V/V/B statements were created and, as a result, a new organizational structure was created; last, a comprehensive communications plan and social media policy were created and implemented. A sustainment statement including analysis, data sets, and recommendations was submitted to the steering committee. It provided action steps and suggestions to continue building a presence and ensuring program legacy across the state of North Carolina