Effectiveness of the Travelers Summer Research Fellowship Program in Preparing Premedical Students for a Career in Medicine

This study measured the effectiveness of the Travelers Summer Research Fellowship (T-SRF) Program for Premedical Students. No in-depth study has been conducted on the impact of its activities. A program-oriented qualitative summative evaluation approach and a logic model design were used to analyze survey responses for participants from four program years randomly chosen from 2000 to 2015, medical school enrollment records for participants from 1969 to 2015, physician practice locations for participants from 1969 to 2009, and interviews with a purposeful random sample of 10 physicians who were program participants from 2004 to 2008. Narrative inquiry consisted of audio recording, transcription, and analysis of individual accounts and participant experiences. The study revealed that participants valued interactions with physicians from backgrounds underrepresented in medicine. Talks on careers in medicine increased participants’ knowledge, and research projects helped develop skills. Cardiovascular physiology lectures introduced participants to the medical school learning experience and increased their confidence to apply to medical school successfully. T-SRF enhanced participants’ medical school applications and sharpened interviewing skills; 83% matriculated into medical school, 90% graduated, and 45% practice in HPSAs, MUAs/Ps, and rural areas. Recommendations included improving program orientation, making the cardiovascular physiology lectures and examinations more valuable experiences, re-evaluating the study skills curriculum, providing more clinical experiences, increasing the weekly stipend, improving maintenance of the alumni database, formally partnering admissions with the T-SRF program, helping alumni return to Weill Cornell as residents or fellows, and considering other ways to measure social concern. Further studies of T-SRF should be undertaken

First Step: Women in the World

Now more than ever before, women around the world are poised to make significant progress. Large-scale changes in every region could lead to advances for women -- as well as progress for countries and entire regions -- if well leveraged by societies, governments, and businesses.This report explores women's status through the lens of shifting demographics, improving education, and stalled progress toward equality for women

Blowing Open the Bottleneck: Designing New Approaches to Increase Nurse Education Capacity

Outlines the challenges of expanding the nurse education capacity to meet nursing shortages. Explores strategies such as partnerships among stakeholders, faculty development, revised curricula, and policy and regulatory advocacy, and offers case studies

Higher Education in California: New Goals for the Master Plan

Calls for policies to raise college completion rates and the portions of high school graduates eligible for state schools and of transfer students receiving bachelor's degrees. Explores issues of equity, funding, college-readiness, and remedial programs

Identifying and Evaluating Equity Provisions in State Health Care Reform

Identifies state policies that promote equitable access to quality health care and analyzes whether reform proposals in five states meet those equity benchmarks. Discusses innovative measures and the need to implement truly universal health insurance

Separate & Unequal: How Higher Education Reinforces the Intergenerational Reproduction of White Racial Privilege

Clearly class is a powerful cross-cutting factor in explaining postsecondary differences among all students. Yet, controlling for income, race matters: taken together, lower-income AfricanAmerican and Hispanic students just don't do as well as lower-income whites. We find that white students (45%) in the lower half of the family income distribution drop out of college much less frequently than African Americans (55%) and Hispanics (59%). These lower-income whites get Bachelor's degrees at nearly twice the rate of African Americans and Hispanics and obtain many fewer sub-baccalaureate degrees. In particular, African-American students get substantially more certificates.Class and race overlap and are most virulent in combination. Along with many other researchers, we find that the reason for persistent racial inequality begins with the fact that African Americans and Hispanics seem to face barriers not faced by whites. Unequal educational and career outcomes for economically disadvantaged whites can be explained with variables like family income, parental education, and peer expectations. These same variables do not fullyexplain African American and Hispanic educational and economic outcomes. Earlier research shows income effects are more fully explained by observable things, like peer group and tutoring, while differences by race are not so easy to pin down. The preponderance of evidence supports the premise that the disadvantages of race and income must be considered separately in most cases. Yes, differences in readiness and income explain differences in academic and life outcomes; but, independently, so do race and ethnicity

King County Equity and Social Justice Annual Report - November 2014

This report shows how King County is building equity by increasing access to health care, creating communities of opportunity, embedding equity in the budget process, becoming a more equitable and diverse employer, and more

Higher Education Marketing to the Hispanic Student Population

The Hispanic population in the United States is growing at an unprecedented rate. The U.S. Census Bureau projects the Hispanic population to make up nearly 25% of the entire United States population by the year 2050. This population growth points at a large market for products and services in the U.S., including higher education. This thesis discussion will address characteristics of the Hispanic population in the United States of America, explore the importance of a diverse student population including Hispanic students on a college or university campus, evaluate the competitiveness University of New Hampshire’s current situation with regard to Hispanic students, and recommend methods through which the University of New Hampshire can improve its approach in marketing its services to Hispanic students

Entering the Mainstream: The Quality and Extent of Online Education in the United States, 2003 and 2004

Presents key findings from a survey of over 1,100 colleges and universities that looks at the growth of online enrollments, the quality of online offerings, student satisfaction, and the role of online learning in the long-term strategy of schools