Business Student Attitudes, Experience, And Satisfaction With Online Courses

The purpose of our study is to examine business students’ perceptions of their online class experience relative to the traditional in-class experience; specifically, whether a descriptive, theoretical or analytical course would be preferred as an online or traditional course.  Two hundred and ninety students enrolled in upper-level business courses were surveyed at a mid-level Association to Advance Collegiate Schools of Business accredited public university.  Students were then asked to contrast their experiences with online and traditional classes regarding convenience, amount learned, difficulty, etc.  A breakdown of the students by major revealed similar attitudes toward the online experience whether majoring in a more analytical or soft-skilled business discipline

Student Perception Of Traditional Versus Alternative Textbook Value

In today’s environment of rising tuition andtextbook costs, we surveyed business majors concerning their preferencesregarding various text options that are available for their academicstudies.   Specifically, we surveyed 329students enrolled in upper-level business courses at a mid-level Association toAdvance Collegiate Schools of Business (AACSB) accredited Midwestern university.  Students were asked to report the variety ofclassroom texts that they have utilized in the past and their text preferences basedon their text experiences  From thesample of students, 67% reported that they had used an online e-text for one ormore of their classes.  However, only 41of the 220 students, or 19%, believed that the online e-text was a betterlearning vehicle or more convenient than the traditional text they used intheir other classes.  The entire sampleof 329 students was also asked if they had a preference for a course text modebased on whether the course was a part of their major, involved extensivereading, analytical work, or was terminology oriented.  In all areas, the students indicated a slightor strong preference for the traditional hard text

Contrasting Student Attitudes Toward Study Abroad Programs Among College Of Business Majors

The evolution of globalization has increased the demand for skills that can compete in the expanding global markets. In addition to meeting the basic skills required in particular academic disciplines, many educators have advocated that an increased international exposure should be included in students’ higher educational experience. Some universities include international study abroad as a component of their degree requirements. Our study surveyed junior and senior level business students at a publicly-funded state university to determine their attitudes toward the study abroad experience. This university does have various study abroad experiences available to students through its International Center and encourages, but does not require, an international experience for graduation. Our study contrasts the perceptions of a study broad experience between the business disciplines. We seek to further clarify this area of research by identifying differences in the majors’ perceived value of the study abroad experience relative to their in-class major courses, their financial needs, costs of studying abroad, concerns about safety when studying abroad, and their views of the value of the overall study abroad experience by potential employers

Students Expectations Of A Career In Sales: A Comparison Of Finance And Marketing Majors

Many of the graduates majoring in Finance and Marketing will secure entry-level positions in sales, often beginning careers dedicated to the sale of financial products; yet, perceptions of this career vary significantly, dependent on a students area of study. The purpose of this study is to compare and contrast the perceptions of Finance majors versus Marketing majors regarding entry-level career expectations. Students were surveyed in upper-level Finance and Marketing courses during the 2008 fall semester at a north-central state university concerning 1) their perceptions of the importance of various employment characteristics that they would consider in accepting their entry-level job and 2) the perceived importance of particular academic learning outcomes to the success of their career

An Examination Of Business Students Student Loan Debt And Total Debt

Under the current economic environment and its high levels of unemployment, many people are turning to university education to attain higher education or simply to upgrade their skills and avoid continued unemployment.  This paper examines student workloads, debt levels, and the debt perceptions of junior- and senior-level College of Business students at a Midwestern state university during the current economic downturn.  The paper also examines factors that influence the level of student debt such as semester credit load taken, employment and family assistance.  Overall, the students felt confident in securing employment upon graduation and in managing their debt load.  Results of regression analyses indicated that expected salary was significantly influenced by this confidence.  Additionally, students’ confidence in their employment prospects and debt management abilities, and their belief that debt would impact their future lifestyles, were significantly related to student debt levels

Rare coding variants in PLCG2, ABI3, and TREM2 implicate microglial-mediated innate immunity in Alzheimer's disease

We identified rare coding variants associated with Alzheimer’s disease (AD) in a 3-stage case-control study of 85,133 subjects. In stage 1, 34,174 samples were genotyped using a whole-exome microarray. In stage 2, we tested associated variants (P<1×10-4) in 35,962 independent samples using de novo genotyping and imputed genotypes. In stage 3, an additional 14,997 samples were used to test the most significant stage 2 associations (P<5×10-8) using imputed genotypes. We observed 3 novel genome-wide significant (GWS) AD associated non-synonymous variants; a protective variant in PLCG2 (rs72824905/p.P522R, P=5.38×10-10, OR=0.68, MAFcases=0.0059, MAFcontrols=0.0093), a risk variant in ABI3 (rs616338/p.S209F, P=4.56×10-10, OR=1.43, MAFcases=0.011, MAFcontrols=0.008), and a novel GWS variant in TREM2 (rs143332484/p.R62H, P=1.55×10-14, OR=1.67, MAFcases=0.0143, MAFcontrols=0.0089), a known AD susceptibility gene. These protein-coding changes are in genes highly expressed in microglia and highlight an immune-related protein-protein interaction network enriched for previously identified AD risk genes. These genetic findings provide additional evidence that the microglia-mediated innate immune response contributes directly to AD development

Assessing the Feasibility of a Peer Developed Risk Reduction Plan in a Rural Middle School

Sheldon Middle School (SMS) reported above-average suicidal ideation and risky behavior (e.g., sexual activity, alcohol use) on the 2017 Youth Risk Behavior Survey, compared to state levels. Current literature highlights programs designed to reduce risky youth behavior. Little research exists on the feasibility of designing and implementing peer-created, peer-driven intervention programs. There is a gap around parent and faculty opinions surrounding the feasibility of these programs. We investigated the feasibility of partnering with students to design an empirically-based program that addresses some root causes of risky behaviors, then measured parent and faculty attitudes.https://scholarworks.uvm.edu/comphp_gallery/1295/thumbnail.jp

The role of the internal medicine subinternship director in the 21st century

The final year of medical school is a chance to solidify students\u27 clinical skills and to prepare them for the rigors of internship; yet at many institutions, this year is dominated by electives with variable goals and expectations. At least 75% of medical schools require subinternships. Although 25% of schools mandate an internal medicine subinternship, approximately 75% of students complete a subinternship in internal medicine. Consequently, the internal medicine subinternship is a critical interface between undergraduate and graduate medical education for most students. Nationally, subinternships are varied in structure, measures, and support. It is time to address the role of the internal medicine subinternship director and identify the resources needed to ensure this pivotal clinical course prepares students for their transition to residency