THE IMPACT OF PARTICIPATION IN A LEARNING COMMUNITY AT INDIANA UNIVERSITY OF PENNSYLVANIA: CRIMSON CONNECTIONS

The Crimson Connections Learning Community was designed as a means of providing support to a select population of students as they became members of the Indiana University of Pennsylvania (IUP) community. The program provided students who were exploring majors with a shared experience, strived to blend the academic and residential experience, and served to ease the transition from high school to college academically and socially with an emphasis on career development. Students received tutoring, advising & other support services to help them to succeed. The program was intended to support participants as they made new friends quickly, to enhance their decision-making abilities regarding their future and to establish study groups that would result in better academic performance. The purpose of this study was to explore how student's participation in the learning community impacted their academic success and their retention to the sophomore year. Specifically, the study looked at undeclared majors in the College of Fine Arts and the College of Health and Human Services that participated in Crimson Connections during the 2007-2008 and 2008-2009 academic years.The research focused on the academic success and retention of students participating in the learning community. The study found that the retention of students was strong although not at the university-wide level for each year. Students were academically successful and selected a major in a timely fashion, both goals of the learning community.The results of the study provide a learning community framework for working with undeclared majors that promotes retention and academic success. In addition, the study identified areas of need for undeclared majors at Indiana University of Pennsylvania that were not being addressed

Do Economic Restrictions Improve Forecasts?

A previous study showed that imposing economic restrictions improves the forecasting ability of food demand systems, thus warranting their use even when rejected in-sample. This study attempts to determine whether this is due solely to the fact that restrictions improve degrees of freedom. Results indicate that restrictions improve forecasting ability even when not derived from economic theory, but theoretical restrictions forecast best.Demand and Price Analysis,

Do Economic Restrictions Improve Forecasts?

A previous study showed that imposing economic restrictions improves the forecasting ability of food demand systems, thus warranting their use even when rejected in-sample. This study attempts to determine whether this is due solely to the fact that restrictions improve degrees of freedom. Results indicate that restrictions improve forecasting ability even when not derived from economic theory, but theoretical restrictions forecast best.Demand and Price Analysis,

Demand for Multimedia in the Classroom: Do Students and Faculty Really Want it All?

Teaching/Communication/Extension/Profession,

Demand for Multimedia in the Classroom

This study elicits preferences for multimedia in the classroom for students and faculty members in agricultural economics. Employing an Internet-based conjoint ranking survey, the results show that students prefer multimedia instructional tools over a traditional chalkboard/whiteboard lecture format while faculty members do not. Neither students nor faculty members are enthusiastic about electronic textbooks, and students will accept them only if they save $80. Finally, preferences for multimedia are shown to differ with students who self-report differing note-taking abilities, preferences for chalkboard lectures, and the need for an engaging class. Successful multimedia adoption requires appropriate use and lowering costs for students.conjoint ranking, instruction, microeconomics, multimedia instruction, valuation, Demand and Price Analysis, Financial Economics, Institutional and Behavioral Economics, Research and Development/Tech Change/Emerging Technologies, Teaching/Communication/Extension/Profession, A22, Q19,

Letter to C. P. McIlvaine

Points out economic problems yet to come in aftermath of war - hopes Chase will start now to meet the difficulties so change will be gradual. Understands war will be kept open for a year to ease the problem but this is not constitutional; this enclosure with 63-12-11https://digital.kenyon.edu/mcilvaine_letters/1095/thumbnail.jp

Letter to C. P. McIlvaine

Requests McIlvaine to give him letter of introduction to Chase. Has no political favors to ask - just wants to help. Has some ideas on how to stop speculation on gold market. Notes that many try and succeed in getting advance information.https://digital.kenyon.edu/mcilvaine_letters/1097/thumbnail.jp