Meta-Analysis of Asian Students’ Acculturative Stress in U.S. Higher Education

Most studies examining acculturative stress have found that students of Asian decent experience higher levels of acculturative stress in American higher education institutions than do students of European decent, but effect sizes have ranged widely, and the results of comparisons between Asians and other ethnic groups are inconsistent. To obtain estimates of the magnitude of cultural group differences in acculturative stress, meta-analyses were conducted. Meta-analytic review of 13 studies exploring Asian students’ acculturative stress in higher education during the past two decades revealed that students of Asian decent experienced a higher level of acculturative stress when compared to students of Hispanic decent (g = 0.33) and students of European decent (g = 0.76), but there was no significant difference between Asian and African students (p \u3e .05). This study supported evidence for Asian students’ acculturative stress and the need for further research on this educational issue

The Land Analysis System (LAS)

The Land Analysis System (LAS) is an interactive software system, available in the public domain, for the analysis, display, and management of multispectral and other digital image data. The system was developed to support earth sciences research and development activities. LAS provides over 240 applications functions and utilities, a flexible user interface, complete on-line and hardcopy documentation, extensive image data file management, reformatting, and conversion utilities, and high level device independent access to image display hardware. The capabilities are summarized of the latest release of the system (version 5). Emphasis is given to the system portability and the isolation of hardware and software dependencies in this release

Mathematics Course Placement Using Holistic Measures: Possibilities for Community College Students.

Background/Context: Most community colleges across the country use a placement test to determine students’ readiness for college-level coursework, yet these tests are admittedly imperfect instruments. Researchers have documented significant problems stemming from overreliance on placement testing, including placement error and misdiagnosis of remediation needs. They have also described significant consequences of misplacement, which can hinder the educational progression and attainment of community college students. Purpose/Objective/Research Question/Focus of Study: We explore possibilities for placing community college students in mathematics courses using a holistic approach that considers measures beyond placement test scores. This includes academic background measures, such as high school GPA and math courses taken, and indicators of noncognitive constructs, such as motivation, time use, and social support. Setting: The study draws upon administrative data from a large urban community college district in California that serves over 100,000 students each semester. The data enable us to link students’ placement testing results, survey data, background information, and transcript records. Research Design: We first use the supplemental survey data gathered during routine placement testing to conduct predictive exercises that identify severe placement errors under existing placement practices. We then move beyond prediction and evaluate student outcomes in two colleges where noncognitive indicators were directly factored into placement algorithms. Findings/Results: Using high school background information and noncognitive indicators to predict success reveals as many as one quarter of students may be misassigned to their math courses by status quo practices. In our subsequent analysis we find that students placed under a holistic approach that considered noncognitive indicators in addition to placement test scores performed no differently from higher scoring peers in the same course. Conclusions/Recommendations: The findings suggest a holistic approach to mathematics course placement may improve placement accuracy and provide access to higher level mathematics courses for community college students without compromising their likelihood of success

Whitcomb Tower Recital Series

Whitcomb Tower Recital Series A series of recitals presented by students the 3rd Wednesday of every month.https://digitalcommons.andrews.edu/whitcomb-2015-2016/1000/thumbnail.jp

Whitcomb Towers Recital Series

Whitcomb Tower Recital Series A series of recitals presented by students the 3rd Wednesday of every month.https://digitalcommons.andrews.edu/whitcomb-2015-2016/1002/thumbnail.jp