Improving Underrepresented Minority Student Persistence in STEM.

Members of the Joint Working Group on Improving Underrepresented Minorities (URMs) Persistence in Science, Technology, Engineering, and Mathematics (STEM)-convened by the National Institute of General Medical Sciences and the Howard Hughes Medical Institute-review current data and propose deliberation about why the academic "pathways" leak more for URM than white or Asian STEM students. They suggest expanding to include a stronger focus on the institutional barriers that need to be removed and the types of interventions that "lift" students' interests, commitment, and ability to persist in STEM fields. Using Kurt Lewin's planned approach to change, the committee describes five recommendations to increase URM persistence in STEM at the undergraduate level. These recommendations capitalize on known successes, recognize the need for accountability, and are framed to facilitate greater progress in the future. The impact of these recommendations rests upon enacting the first recommendation: to track successes and failures at the institutional level and collect data that help explain the existing trends

Student engagement in the educational interface: understanding the mechanisms of student success

This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research & Development on 2016, available online: https://www.tandfonline.com/doi/full/10.1080/07294360.2017.1344197Publishe

Building an excellent foundation for research: Challenges and current research needs

The delivery of research-informed education is a fundamental principle held by universities and is a principle that work-integrated education (WIL) should not be exempt from. In the 1980s and 1990s, critical reviews of the WIL literature suggested WIL research required significant development. Since these reviews were conducted a significant, well-developed body of literature has formed and increasingly WIL models of delivery are relying on research findings to inform program design. However, despite these successes, significant challenges and research gaps still exist. Authors in this APJCE special issue have given attention to a number of areas that present as challenges. The area of negative and neglected research findings are highlighted and the reexamining the nature of the relationship between the student and workplace supervisor has been discussed. A model of enabling transformative learning is presented and an investigation of the influence of WIL experiences on undergraduate student study direction choices has been reported. Other areas in need of further research attention are also discussed

Mood instability and psychosis : analyses of British national survey data

Background: We used British national survey data to test specific hypotheses that mood instability (1) is associated with psychosis and individual psychotic phenomena, (2) predicts the later emergence of auditory hallucinations and paranoid ideation, and (3) mediates the link between child sexual abuse and psychosis. Methods: We analyzed data from the 2000 and 2007 UK national surveys of psychiatric morbidity (N = 8580 and 7403, respectively). The 2000 survey included an 18-month follow-up of a subsample (N = 2406). Mood instability was assessed from the Structured Clinical Interview for DSM-IV Axis II (SCID-II) questionnaire. Our dependent variables comprised auditory hallucinations, paranoid ideation, the presence of psychosis overall, and a 15-item paranoia scale. Results: Mood instability was strongly associated in cross-sectional analyses with psychosis (2000: OR: 7.5; 95% CI: I 4.1–13.8; 2007: OR: 21.4; CI: 9.7–41.2), paranoid ideation (2000: OR: 4.7; CI: 4.1–5.4; 2007: OR: 5.7; CI: 4.9–6.7), auditory hallucinations (2000: OR: 3.4; CI: 2.6–4.4; 2007: OR 3.5; CI: 2.7–4.7), and paranoia total score (2000: Coefficient: 3.6; CI: 3.3–3.9), remaining so after adjustment for current mood state. Baseline mood instability significantly predicted 18-month inceptions of paranoid ideation (OR: 2.3; CI: 1.6–3.3) and of auditory hallucinations (OR: 2.6; CI: 1.5–4.4). Finally, it mediated a third of the total association of child sexual abuse with psychosis and persecutory ideation and a quarter of that with auditory hallucinations. Conclusions: Mood instability is a prominent feature of psychotic experience and may have a role in its genesis. Targeting mood instability could lead to innovative treatments for psychosis

Developing autonomous learning in first year university students using perspectives from positive psychology

Autonomous learning is a commonly occurring learning outcome from university study, and it is argued that students require confidence in their own abilities to achieve this. Using approaches from positive psychology, this study aimed to develop confidence in first‐year university students to facilitate autonomous learning. Psychological character strengths were assessed in 214 students on day one at university. Two weeks later their top three strengths were given to them in study skills modules as part of a psycho‐educational intervention designed to increase their self‐efficacy and self‐esteem. The impact of the intervention was assessed against a control group of 40 students who had not received the intervention. The results suggested that students were more confident after the intervention, and that levels of autonomous learning increased significantly compared to the controls. Character strengths were found to be associated with self‐efficacy, self‐esteem and autonomous learning in ways that were theoretically meaningful

Broadening the Benefits of Dual Enrollment: Reaching Underachieving and Underrepresented Students with Career-Focused Programs

A three-year study tracking outcomes for thousands of students across California shows that careerfocused dual enrollment programs can provide important benefits for those who are underachieving and underrepresented in higher education. Programs of this type, which allow high school students to take college courses and earn college credit, were once offered almost exclusively to high-achieving students seeking greater academic challenge

Supporting First-Generation Students’ Adjustment to College With High-Impact Practices

This qualitative case study describes some of the issues faced by incoming first-generation college students at a private, 4-year institution in the northwest. Using constructs drawn from social cognitive theory and social cognitive career theory, it explores how high-impact practices such as learning communities, writing-intensive courses, and ePortfolios might impact first-generation students’ adjustment during their first year of college. The findings of the research on students’ writing in their first-year composition course suggest that the cumulative impact of engaging in multiple high-impact practices improves students’ literacy and study skills. In addition, these educational practices appear to increase students’ self-appraisal of their academic abilities in general and their institutional commitment. As a consequence of their increased self-efficacy and engagement, this study suggests that students are more likely to experience better academic outcomes, leading them to persist in their studies and be retained after their first year at college

Neopatrimonialism in Latin America: Prospects and Promises of a Neglected Concept

Neopatrimonialism relates to the co-existence of two different logics of political domination: legal-rational rule, which is associated with modern statehood, and patrimonial rule, which corresponds to the traditional type of domination. In recent years, the concept has been applied to characterize political authority in a number of states in different world regions. But despite the fact that elements of neopatrimonial rule can also be found in many Latin American countries, the concept has not taken hold in the scholarship carried out on that region. This paper first explains how neopatrimonialism relates to the dominant approaches in the scholarly debates on Latin American politics, and then it discusses the potential benefits of the concept of neopatrimonialism. It argues that neopatrimonialism provides a more complex characterization of political rule on both the political and the administrative levels than more frequently applied concepts such as neopopulism.Latin America, neopatrimonialism, informal institutions, domination