THE IMPACT OF STUDENT ENGAGEMENT FOR UNDERGRADUATE STUDENTS WITH PSYCHOLOGICAL DISABILITIES

The purpose of this study was to examine the level of student engagement for undergraduate students with and without psychological disabilities. George Kuh (2009) examined the benefits and impact of student engagement in supporting retention, student success and enhancing the overall collegiate experience. The study provides an analysis of the level of engagement according to the four engagement indicators as identified and assessed by the National Survey for Student Engagement (NSSE). These themes are academic challenge, learning with peers, experiences with faculty, campus environment to also include high-impact practices. This study compares an analysis of the level of engagement for students with psychological disabilities as compared with their non-identified peers overall and by institution. Students with disabilities continue to enroll in institutions of higher education and are considered an underrepresented population. Many students, especially those with psychological disabilities often encounter unwelcoming environments upon entering many institutions and may not feel connected to the campus community. In order to create engaging, inclusive and supportive environments for all students, institutions should be committed to minimizing barriers and ensuring accessibility in every aspect of the student experience. Determining the level of engagement or the lack thereof is one intentional way to understand this particular diverse group of students in order to inform institutions on ways to create and implement intentional ways to support meaningful engagement and success for all students

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

THE IMPACT OF STUDENT ENGAGEMENT FOR UNDERGRADUATE STUDENTS WITH PSYCHOLOGICAL DISABILITIES

The purpose of this study was to examine the level of student engagement for undergraduate students with and without psychological disabilities. George Kuh (2009) examined the benefits and impact of student engagement in supporting retention , student success and enhancing the overall collegiate experience. The study provides an analysis of the level of engagement according to the four engagement indicators as identified and assessed by the National Survey for Student Engagement (NSSE). These themes are academic challenge , learning with peers , experiences with faculty , campus environment to also include high-impact practices. This study compares an analysis of the level of engagement for students with psychological disabilities as compared with their non-identified peers overall and by institution. Students with disabilities continue to enroll in institutions of higher education and are considered an underrepresented population. Many students , especially those with psychological disabilities often encounter unwelcoming environments upon entering many institutions and may not feel connected to the campus community. In order to create engaging , inclusive and supportive environments for all students , institutions should be committed to minimizing barriers and ensuring accessibility in every aspect of the student experience. Determining the level of engagement or the lack thereof is one intentional way to understand this particular diverse group of students in order to inform institutions on ways to create and implement intentional ways to support meaningful engagement and success for all students