Implementing an Early Alert Workflow Process in Higher Education to Enhance Retention and Student Engagement

This case study examines the implementation of an early alert intervention system designed to enhance retention and student course engagement at a large suburban, public two-year degree-granting college. The focus of the study was to investigate the work-flow process and labor requirements for operationalizing the in-house intervention protocol, utilizing a Success Coach model. This paper documents the intervention procedures and reports findings pertaining to faculty time commitment and participation, frequency and prevalence of raised alert flags, and labor requirements for conducting student outreach. Cost efficiency and effectiveness are discussed, as are alternative approaches for implementation, including the use of automation and commercially available early alert software solutions. Implications of findings for the operationalization of the success coach model are considered and suggestions for further investigation are discussed. This case study investigated preservice teachers’ perceptions of their use of “backdoor praise” (BDP)—praise that is simultaneously delayed, indirect, and embedded in teacher comments—during their final internship. Three participants representing elementary, middle, and high schools, were observed to collect baseline data on their natural use of BDP. The researcher then explained BDP and conducted two more observations of each preservice teacher and their use of BDP. Twenty-eight incidents involving 21 students were recorded; 16 students maintained long-term on-task behavior ranging from three minutes to nearly 60 minutes post-BDP. The preservice teachers were interviewed after each observation, and they all reported positive student and whole-class reactions to BDP; in addition, the student teachers reported that their use of positive comments increased while their use of negative comments and reprimands decreased. These results suggest that direct instruction in BDP helped the preservice teachers to become more aware of their own praise talk

Advancing the Promise of Educational Equity in Belize: A Case Study

A new high school on a remote inland in Belize offers important educational opportunities to students who previously only had access to primary education. This qualitative case study applied Patterson\u27s (2000) Culture of Poverty to understand challenges that exist that keep students from achieving their academic potential despite new opportunities available to them. Findings indicate strong cultural and structural barriers exist for these students that significantly interfere with their educational process. Despite these findings, benefits of the academy\u27s efforts are slowly emerging. This study informs practice by offering important discussion for actions/activities that could, potentially, reduce the influence of these barriers, and it furthers understandings about the significant influence of transmitted and modified cultural barriers and structural barriers to education

Single and not ready to mingle: The potential gentrification of student housing

As higher education tuition continues to rise in the United States and globally, other costs impacting students, such as fees, parking, and housing, are rising at a similar pace. Concurrently, more higher education institutions are focusing on creating boutique experiences for students, including the option for single-unit housing. This paper analyzed the costs associated with single-unit housing at the ten largest college campuses in the United States compared to the costs associated with multi-unit housing and off-campus living. The changes in preferences for students associated with their college experiences, when partnered with higher costs of living and off-campus housing, create an unsolvable, wicked problem

Single and not ready to mingle: The potential gentrification of student housing

As higher education tuition continues to rise in the United States and globally, other costs impacting students, such as fees, parking, and housing, are rising at a similar pace. Concurrently, more higher education institutions are focusing on creating boutique experiences for students, including the option for single-unit housing. This paper analyzed the costs associated with single-unit housing at the ten largest college campuses in the United States compared to the costs associated with multi-unit housing and off-campus living. The changes in preferences for students associated with their college experiences, when partnered with higher costs of living and off-campus housing, create an unsolvable, wicked problem

A global metagenomic map of urban microbiomes and antimicrobial resistance

We present a global atlas of 4,728 metagenomic samples from mass-transit systems in 60 cities over 3 years, representing the first systematic, worldwide catalog of the urban microbial ecosystem. This atlas provides an annotated, geospatial profile of microbial strains, functional characteristics, antimicrobial resistance (AMR) markers, and genetic elements, including 10,928 viruses, 1,302 bacteria, 2 archaea, and 838,532 CRISPR arrays not found in reference databases. We identified 4,246 known species of urban microorganisms and a consistent set of 31 species found in 97% of samples that were distinct from human commensal organisms. Profiles of AMR genes varied widely in type and density across cities. Cities showed distinct microbial taxonomic signatures that were driven by climate and geographic differences. These results constitute a high-resolution global metagenomic atlas that enables discovery of organisms and genes, highlights potential public health and forensic applications, and provides a culture-independent view of AMR burden in cities.Funding: the Tri-I Program in Computational Biology and Medicine (CBM) funded by NIH grant 1T32GM083937; GitHub; Philip Blood and the Extreme Science and Engineering Discovery Environment (XSEDE), supported by NSF grant number ACI-1548562 and NSF award number ACI-1445606; NASA (NNX14AH50G, NNX17AB26G), the NIH (R01AI151059, R25EB020393, R21AI129851, R35GM138152, U01DA053941); STARR Foundation (I13- 0052); LLS (MCL7001-18, LLS 9238-16, LLS-MCL7001-18); the NSF (1840275); the Bill and Melinda Gates Foundation (OPP1151054); the Alfred P. Sloan Foundation (G-2015-13964); Swiss National Science Foundation grant number 407540_167331; NIH award number UL1TR000457; the US Department of Energy Joint Genome Institute under contract number DE-AC02-05CH11231; the National Energy Research Scientific Computing Center, supported by the Office of Science of the US Department of Energy; Stockholm Health Authority grant SLL 20160933; the Institut Pasteur Korea; an NRF Korea grant (NRF-2014K1A4A7A01074645, 2017M3A9G6068246); the CONICYT Fondecyt Iniciación grants 11140666 and 11160905; Keio University Funds for Individual Research; funds from the Yamagata prefectural government and the city of Tsuruoka; JSPS KAKENHI grant number 20K10436; the bilateral AT-UA collaboration fund (WTZ:UA 02/2019; Ministry of Education and Science of Ukraine, UA:M/84-2019, M/126-2020); Kyiv Academic Univeristy; Ministry of Education and Science of Ukraine project numbers 0118U100290 and 0120U101734; Centro de Excelencia Severo Ochoa 2013–2017; the CERCA Programme / Generalitat de Catalunya; the CRG-Novartis-Africa mobility program 2016; research funds from National Cheng Kung University and the Ministry of Science and Technology; Taiwan (MOST grant number 106-2321-B-006-016); we thank all the volunteers who made sampling NYC possible, Minciencias (project no. 639677758300), CNPq (EDN - 309973/2015-5), the Open Research Fund of Key Laboratory of Advanced Theory and Application in Statistics and Data Science – MOE, ECNU, the Research Grants Council of Hong Kong through project 11215017, National Key RD Project of China (2018YFE0201603), and Shanghai Municipal Science and Technology Major Project (2017SHZDZX01) (L.S.