21st-Century Skillset Perceptions of Students in an Information Technology Career Academy Compared to those at a Comprehensive School

In this study, we compared the perspectives of students’ 21st-Century competencies (critical thinking and communication, applied learning, and intrapersonal and interpersonal skills) based on participating in an urban magnet information technology (IT) career academy compared to a traditional, comprehensive high school. We utilized propensity score matching to match academy and comprehensive high school learners on various demographic variables. The propensity score matching resulted in 299 matched pairs (n = 598). Using the matched groups, we ran linear regression models to investigate the relationship between school participation and students’ perceptions of their 21st-Century skill attainment. We found that when compared with their comprehensive school peers, academy students believed their schools significantly contributed more to their abilities to apply knowledge from their coursework to a real-world context. We found no significant differences in critical thinking and communication skills as well as intrapersonal and interpersonal skills. Our findings indicate that the nature of the curriculum and instructional strategies within a career academy are beneficial. These strategies include the use of curriculum integration, work-based learning, and project-based learning to increase the meaningfulness and relevancy of content

Optimality conditions in convex multiobjective SIP

The purpose of this paper is to characterize the weak efficient solutions, the efficient solutions, and the isolated efficient solutions of a given vector optimization problem with finitely many convex objective functions and infinitely many convex constraints. To do this, we introduce new and already known data qualifications (conditions involving the constraints and/or the objectives) in order to get optimality conditions which are expressed in terms of either Karusk–Kuhn–Tucker multipliers or a new gap function associated with the given problem.This research was partially cosponsored by the Ministry of Economy and Competitiveness (MINECO) of Spain, and by the European Regional Development Fund (ERDF) of the European Commission, Project MTM2014-59179-C2-1-P

The Effect of Divalent Inorganic Cations on The Energy Driven Reactions of Corn Mitochondria

64 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1968.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students

The Relationship Between Transfer Student Status, Student Engagement, and High-Impact Practice Participation

Objective: Based on the growing number of transfer students in higher education and the concern that transfer students are not as engaged as their peers, specifically in participation in high-impact practices (HIPs), this research asks, “Is there a significant direct or indirect relationship between transfer status, student engagement, and HIP participation?” Method: The current study employed a general latent variable model to explore the relationship between community college transfer student status, student engagement, and participation in HIPs. Using data from the 2014 administration of the National Survey of Student Engagement, 22,994 senior student responses were examined to measure the association between transfer status (students who transferred from a 2-year to 4-year institution compared with nontransfer students), student engagement (collaborative learning, student–faculty interaction, and supportive campus environment), and HIP participation (learning community, service-learning, research with a faculty member, internship, study abroad, and culminating senior experience). Results: Although each of the student engagement indicators significantly mediated HIP participation for transfer students, only the effect for student–faculty interaction was nontrivial. Contributions: The results from this study indicate the importance of faculty in advocating for and supporting transfer students, while presenting questions about the degree to which these students may need additional institutional support to recognize HIPs in a 4-year context. Implications for enhancing student–faculty interaction among transfer students, as a means to increase HIP participation, are discussed

Are Those Rose-Colored Glass you are Wearing? Student and Alumni Survey Responses

Student surveys are often important elements of assessment in higher education, but alumni surveys can play a substantial role as well. However, little is known about how responses from these two groups compare to one another. Combining data from the Strategic National Arts Alumni Project (SNAAP) and the National Survey of Student Engagement (NSSE), this study examines self-reported college experiences and skill development of seniors and alumni who majored in the arts. Results suggest that alumni rate their overall experience higher, while students judge specific aspects of their institutional experience and their skill development more positively. Given these differences, it is recommended that institutions survey both students and alumni to achieve a more complete picture of the educational experience