Maintaining High-Impact Bridge Programming at Scale

This paper uses Middle Tennessee State University’s MT Scholars Academy, an extended early arrival program targeting first-year students who are classified as at-risk by a variety of measures, as a case study for demonstrating the effectiveness of AASCU’s Re-Imagining the First-Year (RFY) initiative. In particular, this case study demonstrates the implications of RFY’s foundational assumption that successful practices are known well in student success literature and need to be enacted. The case study demonstrates the scholarship which undergirds the program and describes a series of decision points that have been encountered as these research proven strategies have been put into practice. The current iteration of the program is also described thoroughly, and its results for student success are articulated

Gravitational wave amplification of seed magnetic fields

We discuss how gravitational waves could amplify seed magnetic fields to strengths capable of supporting the galactic dynamo. We consider the interaction of a weak magnetic field with gravity wave distortions in almost FRW cosmologies and find that the magnitude of the original field is amplified proportionally to the wave induced shear anisotropy and, crucially, proportionally to the square of the field's initial scale. The latter makes our mechanism particularly efficient when operating on superhorizon sized magnetic fields, like those produced during inflation. In that case, the achieved amplification can easily boost magnetic strengths, which may still lie relatively close to the galactic dynamo lower limits, well within the currently accepted range.Comment: Revised version, to appear in Phys. Lett.

Islam and christian theology.

London285 p.; 22 cm

Islam and Christian theology : a study of the interpretation of theological ideas in the two religion

Londonx, 354 p.; 21 c

Effect of Scholars Academy Summer Program Participation on Participants\u27 Academic Success

The purpose of this study was to determine if there were any statistically significant differences in the persistence and retention rates of minority participants in a summer bridge program in comparison to the persistence and retention rates of minority non-participants who entered the university in the same fall semester. The years examined were 2012-2015. The summer bridge program named The Scholars Academy program was a pre-freshman intervention at Middle Tennessee State University, a public four-year institution, located in Murfreesboro, Tennessee. An ex-post facto, quantitative research design was utilized. Archival data were used for the years examined. Pearson’s chi square analyses were used for statistical analysis. Descriptive statistics included ACT mean scores and high school grade point averages for both groups – minority participants and minority non-participants—and the total group. The results from testing the two null hypotheses suggest that there were no statistically significant differences relative to persistence rates between the two groups for the years 2012-2015. However, statistically significant differences were noted for the years 2014 and 2015 for retention rates. The minority Scholars Academy participants were retained at higher rates as compared to the minority non-Scholars Academy participants. Interestingly, those two years evidenced a large scaling of the program. It should be noted that features to the program were added and adjusted during the featured timeframe. Some implications for practitioners include scaling the summer bridge program to beyond double digits, positioning the summer portion for it to end right before the fall semester begins, as well as training peer mentors to lead small groups of ten participants. Recommendations for further research include the utilization of Schlossberg’s Theory of Transition and conducting a study comparing the number of participants with the number of non-participants who earn graduate degrees