The pathways and performance of undergraduate engineering transfer students

Transfer students account for a large percentage of the postsecondary population. Although several transfer pathways exist, much of the existing literature centers on the vertical track, or student transfer from a two-year to a four-year university, while overlooking the much-traveled lateral pathway between two institutions of a similar type (i.e., from one two- or four-year institution to another). Additionally, few studies exclusively concentrate on the shrinking pool of students majoring in the engineering fields, which may prove problematic for the future of the United States’ economy if recruitment strategies are not improved. The present paper, which is part of a larger mixed-method study, presents the results of a descriptive study of the student pathways and performance of undergraduate transfer engineering students at eleven participating universities. We report the initial descriptive characteristics of 126 students at four of the four-year study institutions. Results show that 46% of the students in our sample laterally transferred in from another four-year school, a large percentage compared to the relatively rare consideration of lateral transfer students in the existing literature. The study results should be of interest to faculty, staff and policy makers interested in improving the retention and success of transfer students in engineering

Exploring Military Veteran Students’ Pathways in Engineering Education

Military Veteran Students’ Pathways in Engineering Education (Year 1: Award# 1428646)Military veterans hold tremendous promise for expanding and diversifying the engineeringworkforce. Given the diverse backgrounds of veterans, their increasing numbers, and thegrowing national demand for engineering professionals, the timing is ideal to study theconditions under which student veterans pursue engineering education and the factors that offerthem the greatest support for success. Increasing the participation of veterans in engineeringoffers the possibility of enhancing engineering’s diversity in many needed dimensions since,compared to civilian students, veterans are more likely to be older, first-generation collegestudents, disabled, African American, or Latino. Yet, little is known regarding the educationalpathways and experiences of student veterans into engineering. This project therefore aims toaddress gaps in the literature on student veterans in engineering through a comparative casestudy across four institutions: University of San Diego, North Carolina State University, PurdueUniversity, and Clemson University. The following research questions are addressed:1. Why do veterans pursue a Bachelor’s degree in engineering?2. How do military experiences shape student veterans’ educational experiences?3. What are the experiences of student veterans in engineering education?4. How do institutions support veterans in engineering education?The research plan incorporates content analysis of academic policies that student veteransencounter, interviews with key informants on each campus, focus group interviews with studentveterans, and in-depth student interviews to elicit rich narratives. The theoretical frameworkbuilds on Tinto’s student integration model and Schlossberg’s adult transition theory. Data willbe analyzed with the lens of intersectionality to elucidate differences stemming from theintersection of military status with race, gender, ability, sexual orientation, and socioeconomicstatus. Findings will provide context and information for various applications, such as:development of new strategies to support student veterans\u27 success, identification of overlookedareas to promote student veterans\u27 participation in engineering, and generation of criticalinformation for development of larger-scale studies for investigating student veterans inengineering. Thus, this study has potential for broad systemic impact by diversifying pathways toand through engineering programs, and in capitalizing on the informal and real-worldexperiences of engineering student veterans

Characterizing and Modeling the Experience of Transfer Students in Engineering—Progress on NSF Award 0969474

Characterizing and Modeling the Experience of Transfer Students in Engineering— Progress on NSF Award 0969474Quantitative analysis of MIDFIELD databaseOur analysis used records for 94,732 undergraduate students from the Multiple-InstitutionDatabase for Investigating Engineering Longitudinal Development (MIDFIELD). MIDFIELDcomprises a census of undergraduate students who attended 11 public institutions between 1988and 2008. MIDFIELD institutions represent public universities that educate large numbers ofengineering students.From the 977,950 records available, we restricted our sample to those who (1) were domesticstudents (927,350), (2) were in the data set early enough for us to observe the possibility ofgraduation within six years (677,691), and (3) declared a major in engineering or otherwiseexpressed the intent to study engineering in the fifth semester of their programs (94,732). Fortransfer students, we estimated placement using transfer hours, assuming that 15 credit hoursequals one semester; we also used the fifth semester as the reference point to capture mosttransfer students at the point of matriculation to ensure a valid comparison of transfers to non-transfers. This approach resulted in a sample of 21,542 transfer and 73,190 non-transferengineering students included in this analysis.Semi-structured interviewsCampus representatives at two MIDFIELD institutions sent an invitation to all engineeringstudents who had transferred into the institution in the two semesters preceding the semester ofthe interview. Interested students completed a survey to provide demographic and schedulinginformation. Participants were chosen from six engineering majors - civil, chemical, computer,electrical, industrial, and mechanical - and were diverse with respect to gender and ethnicity.Selected students were interviewed in Fall 2011 and in Spring 2012.We used a semi-structured interview protocol to learn more about student experiences with thetransfer process. We used a constant comparative coding method, whereby emerging conceptswere constantly compared to data that had already been coded.Overview of Progress Identifying and Describing the Entry Points into Engineering Transfer Pathways: A preliminary study relied on 52 of the 86 students who were interviewed across five campuses to understand their reasons for choosing engineering as a field of studies and the transfer pathway to enter the field. Studying the Motivations and Experiences of Older Transfer Students in Engineering: Of the 86 students who were interviewed on the five campuses, the 15 students who were 25 years of age or older at the time of the interview were selected for this study. Studying the Performance of Black transfer students: based on a logistic regression model refined to include transfer pathway (2-year vs. 4-year), we learned that: Studying the Mean Grade Differential by Course Discipline: For engineering transfer and first-time-in-college (FTIC) students, we computed average grades in STEM courses by discipline, and by institution

Is Stormwater Treated? A Survey of Awareness and Behaviors That May Impact Nonpoint Source Education

2010 S.C. Water Resources Conference - Science and Policy Challenges for a Sustainable Futur

Perceptions of and Preferences for a Mobile Health Clinic for Underserved Populations

Background: Research has established that members of particular demographic groups are inordinately burdened by differential healthcare access. Mobile health clinics (MHCs) are emerging across health systems to improve access to care of marginalized populations. This study explored the perceptions and concerns of community residents living in underserved neighborhoods toward MHC services. Methods: This study used a qualitative descriptive design with 5 focus group meetings. Purposive sampling was used to recruit ethnically diverse, English- and Spanish-speaking men and women ages 20–67 residing in 5 underserved neighborhoods in Greenville County, SC. Results: Participants (N = 35) felt positive about obtaining personalized health care through an MHC unit. MHCs were viewed as convenient, situated in a central location in the community. Participants described positive qualities of MHCs, including cleanliness, attractiveness, convenience, comfort, consistency, compassion, and safety. Participants suggested the MHC should provide basic emergency “triage” care and transport to the hospital if necessary, and act as a conduit for offering health education and access to affordable prescriptions. Participants’ preferences for days of service varied; however, consistency of service and placement in a safe community area were more important. Conclusions: Findings demonstrated that it is important for health systems to ascertain the level of acceptance and readiness among residents in underserved communities for an MHC; this assessment should take place prior to launching the MHC. Delivering health care through an MHC involves more than providing tangible healthcare services to community residents. Consistent, respectful, and high-quality care should be the foundation of MHC development and ongoing implementation

It’s All About Trust and Respect: Cultural Competence and Cultural Humility in Mobile Health Clinic Services for Underserved Minority Populations

To explore participants\u27 perceptions of cultural competence and cultural humility in mobile health clinic (MHC) service delivery, using the Cultural Competence Model (CCM) as an organizing framework. Methods. We conducted five focus groups with an ethnically diverse group of English-and Spanish-speaking men and women, ages 20–67, residing in five underserved neighborhoods in a Southeastern U.S. city. Data analysis followed a thematic approach and iterative qualitative content analysis. Results. Participants expressed a desire for well-trained and caring staff who practice cultural humility. Conclusions. By applying the CCM\u27s five-pronged constellation of cultural abilities, health care personnel could ultimately be more responsive to ethnically diverse clients. There is a need to reinforce compliance with Culturally Linguistic and Appropriate Service (CLAS) standards and to develop programs to increase providers\u27 cultural awareness, knowledge, and skills that ultimately could reduce non-emergent emergency room visits and their associated costs

Disability and Place of Living: Experiences of Disability, Accessibility, and Inequality in Four Regions of Myanmar

This paper aims to understand how the experiences of disability such as peoples’ sense of autonomy, their perceptions of day-to-day challenges, and access to public spaces, vary depending on the place they live, in the context of Myanmar. Informed by the social model of disability, we investigated how disabling experiences differ between those who live in Yangon, capital city of Myanmar, and peripheral areas, Mandalay, Ayeyarwady and Shan. We conducted focus group discussions and in-depth interviews with around 90 people with disabilities who had challenges in seeing, hearing, and physical disabilities like mobility to report the results. This paper finds that people with disabilities lead more independent lives, were better supported in carrying out day-to-day activities, and had more accessible services and spaces in Yangon than in peripheries. Two notable findings are: (1) accessibility is not just infrastructural, but also attitudinal, more enabling in Yangon than peripheries, and (2) people with disabilities who live in peripheries feel “home-incarcerated” due to infrastructural exclusions experienced in those areas

PLD3 is a neuronal lysosomal phospholipase D associated with β-amyloid plaques and cognitive function in Alzheimer\u27s disease.

Phospholipase D3 (PLD3) is a protein of unclear function that structurally resembles other members of the phospholipase D superfamily. A coding variant in this gene confers increased risk for the development of Alzheimer\u27s disease (AD), although the magnitude of this effect has been controversial. Because of the potential significance of this obscure protein, we undertook a study to observe its distribution in normal human brain and AD-affected brain, determine whether PLD3 is relevant to memory and cognition in sporadic AD, and to evaluate its molecular function. In human neuropathological samples, PLD3 was primarily found within neurons and colocalized with lysosome markers (LAMP2, progranulin, and cathepsins D and B). This colocalization was also present in AD brain with prominent enrichment on lysosomal accumulations within dystrophic neurites surrounding β-amyloid plaques. This pattern of protein distribution was conserved in mouse brain in wild type and the 5xFAD mouse model of cerebral β-amyloidosis. We discovered PLD3 has phospholipase D activity in lysosomes. A coding variant in PLD3 reported to confer AD risk significantly reduced enzymatic activity compared to wild-type PLD3. PLD3 mRNA levels in the human pre-frontal cortex inversely correlated with β-amyloid pathology severity and rate of cognitive decline in 531 participants enrolled in the Religious Orders Study and Rush Memory and Aging Project. PLD3 levels across genetically diverse BXD mouse strains and strains crossed with 5xFAD mice correlated strongly with learning and memory performance in a fear conditioning task. In summary, this study identified a new functional mammalian phospholipase D isoform which is lysosomal and closely associated with both β-amyloid pathology and cognition

Modeling Alzheimer’s disease related phenotypes in the Ts65Dn mouse: impact of age on Aβ, Tau, pTau, NfL, and behavior

IntroductionPeople with DS are highly predisposed to Alzheimer’s disease (AD) and demonstrate very similar clinical and pathological features. Ts65Dn mice are widely used and serve as the best-characterized animal model of DS.MethodsWe undertook studies to characterize age-related changes for AD-relevant markers linked to Aβ, Tau, and phospho-Tau, axonal structure, inflammation, and behavior.ResultsWe found age related changes in both Ts65Dn and 2N mice. Relative to 2N mice, Ts65Dn mice showed consistent increases in Aβ40, insoluble phospho-Tau, and neurofilament light protein. These changes were correlated with deficits in learning and memory.DiscussionThese data have implications for planning future experiments aimed at preventing disease-related phenotypes and biomarkers. Interventions should be planned to address specific manifestations using treatments and treatment durations adequate to engage targets to prevent the emergence of phenotypes

Action for Health in Diabetes (Look AHEAD) Trial: Baseline Evaluation of Selected Nutrients and Food Group Intake

Little has been reported regarding food and nutrient intake in persons diagnosed with type 2 diabetes and most reports have been based on findings in select groups or persons who self-reported having diabetes