Experiences of Traditional and Non-Traditional College Students

This is a quantitative study of the experiences of traditional and non-traditional at the college level. The study results from a sample of 176 undergraduate students at the University of New Hampshire. Using a questionnaire, results show that there is a significant difference in the time spent studying and preparing for class between traditional and non-traditional students. The majority of non-traditional students spend upward of 6 hours each week preparing for class, where only half as many traditional students spend this much time. Results also show a significant difference in the social expectations both groups have upon entering college. Traditional students reported that their social expectations were exceeded, while the majority of non-traditional students reported having no social expectations for college. When looking at learning environment preference, results show that both traditional and non-traditional students prefer face-to-face classroom learning over online learning. Larger implications of this study show the importance of recognizing the needs of non-traditional students, as well as giving them a support system to allow a more enjoyable college experience

Integration in further education: a case study

In this case study I examine the integration of students with physical disabilities into a college of further education over a period of five years. In Section One issues in integration are examined as they relate to developments within the case study. The conventional model of integration, as outlined in the Warnock Report (1978), is challenged and an alternative perspective proposed. In Section Two the provision for students with special needs in further education is described and evaluated. Research initiatives are examined in relation to current practice, and curriculum developments are assessed. The development of integration within the Youth Training Scheme is discussed and critically evaluated. In Section Three the background to the case study is presented through an examination of integration schemes which were already established in the borough (which I call Harefield). The college (which I call Fraser College) is described before the pilot scheme of 1981 to 1982 is examined and assessed. At this stage I provide a retrospective picture of developments before I began to record the integration scheme in January 1983. Recent initiatives in Harefield for people with disabilities are described as they relate to developments in the case study. In Section Four developments from January 1983 to April 1986 are described through my role as a participant in the scheme. I evaluate early errors, the development of a Bridging Course, the expansion of a new college (which I call Spencer College), the status of a disabled lecturer at Fraser College, developments in Harefield's Youth Training Scheme, experiences of lecturers and progress of students. In Section Five I offer a new model of integration, examine prospects for integration in further education and make recommendations from the results of the case study development

DISASSEMBLE/ANALYZE/ASSEMBLE: HOW A HANDS-ON ENGINEERING PROJECT AFFECTS HIGH SCHOOL GIRLS\u27 SCIENCE/ENGINEERING SELF-EFFICACY, INTEREST AND CAREER CONSIDERATIONS

Engineering education as part of the K-12 curriculum can be an effective instructional tool and its benefits include improved science and mathematical achievement as well as an increased interest and understanding of the engineering field, especially for female students. However, there is a serious lack of research-based engineering curriculum being used at the middle and high school levels and lessons most often rely on building or construction competitions. Over the past decade or two, many well-known colleges have implemented a reverse engineering instructional unit known as Disassemble/Analyze/Assemble projects within their introductory engineering courses. These units have been shown to improve students’ understanding of mechanical and technical processes as well as increase students’ engineering interest and motivation, especially for female students. The purpose of this study is to implement at the high school level a Disassemble/Analyze/Assemble (DAA) project using computers, handheld fans, and LED lights and to determine if and how this unit affects female students’ self-efficacy, science and engineering interest and career aspirations. Using Social Cognitive Theory for the theoretical framework, nine female students were chosen for the study using stratified purposeful sampling. Semi-structured interviews were conducted before and after the DAA unit. Data was analyzed using an a priori directed approach to content analysis described by Hseih and Shannon (2005). This research study showed that the DAA unit appeared to increase female students’ science/engineering self-efficacy and interest as the unit provided multiple opportunities for the students to problem solve and make cognitive connections with previously learned science concepts. Students did not show any changes in their career considerations after the DAA unit. There was no statistically significant difference between the male and female mean scores on the Purdue Spatial Visual Test: Rotations (Guay, 1976; Yoon, 2011). KEYWORDS: Engineering Education, Science Education, Engineering Interest, Science Self-Efficacy, Science Interes

Universal Access to a Quality Education: Research and Recommendations for the Elimination of Curricular Stratification

This policy brief makes the case for schools across the country to put an end to policies that cast off students into unchallenging, low-track classrooms. The authors recommend a clear process for the phasing out of curricular stratification in grades K-10, beginning with the lowest track and granting meaningful access to AP and IB courses to all students. The brief includes model statutory language to implement its recommendations

Small Schools in a Big World: Thinking About a Wicked Problem

The position of small rural schools is precarious in much of rural Canada today. What is to be done about small schools in rural communities which are often experiencing population decline and aging, economic restructuring, and the loss of employment and services? We argue this issue is a classic "wicked" policy problem. Small schools activists have a worldview that is focused on maintaining infrastructure and even community survival, while school boards are mandated to focus on the efficient provision of educational services across wider geographies. Is it even possible to mitigate the predictable conflict and zero-sum games that arise with the decision to close small schools? That is the subject of this paper, which draws on poststructural and actor network theory. We suggest that wicked problems cannot be addressed satisfactorily through formulas and data-driven technical-rational processes. They can only be addressed through flexible, dialogical policy spaces that allow people who have radically different worldviews to create dynamic, bridging conversations. Fundamentally, we argue that what is required are new spaces and modes of governance that are sufficiently networked, open, and flexible to manage the complexity and the mutability of genuinely participatory democracy.De nos jours, la situation des petites écoles rurales est précaire dans beaucoup de milieux ruraux au Canada. Que faire des petites écoles dans les milieux ruraux souvent aux prises avec une population vieillissante et en déclin, une restructuration économique, et une perte d’emplois et de services? Nous soutenons que cette situation est un problème classique de politique « pernicieuse ». Les activistes des petites écoles ont une vision du monde axée sur le maintien de l’infrastructure, voire la survie communautaire, alors que les conseils scolaires sont chargés de miser sur la prestation efficace de services éducationnels sur de plus grandes étendues. Est-il même possible de mitiger le conflit prévisible et les jeux à somme nulle qui découlent de la décision de fermer de petites écoles? Voilà le sujet de cet article, qui puise dans la théorie post-structurale et la théorie du réseau d’acteurs. Nous proposons que les problèmes pernicieux ne peuvent être abordés de façon satisfaisante par les formules et les processus technico-rationnels axés sur les données. Ils ne peuvent être résolus que par des politiques souples et dialogiques qui permettent aux gens avec des visions du monde radicalement différentes de créer des conversations dynamiques qui appuient le rapprochement. Dans le fond, nous militons en faveur de nouveaux espaces et de nouveaux modes de gouvernance qui sont suffisamment réseautés, ouverts et souples pour gérer la complexité et la mutabilité d’une démocratie authentiquement participative.

Engineering Polymer Informatics

The poster describes a strategy of for the development of polymer informatics. In particular, the development of polymer markup language, a polymer ontology and natural language processing tools for polymer literature

Investigation of the Efficacy of a Novel CsA Formulation Alone or in Combination with Cell Therapy in a Humanised Mouse Model of GvHD

The immunomodulatory ability of mesenchymal stromal cells (MSC) make them an ideal cellular therapy for inflammatory diseases such as acute Graft versus Host Disease (aGvHD). Cyclosporine (CsA) is an immunosuppressive drug commonly used as prophylaxis and treatment of aGvHD. However, oral bioavailability of CsA is suboptimal. The elucidation of MSC and CsA interactions will be beneficial as aGvHD patients in clinics would have undergone prophylaxis involving CsA immunosuppression and MSC may be administered alongside CsA therapy. The key goals of this thesis were to (1) investigate the direct interactions of MSC and CsA and elucidate the mechanisms by which these interactions occur in vitro and in vivo, and (2) establish the efficacy of a novel and more clinically applicable CsA treatment, by means of optimal targeted delivery, in a humanised model of aGvHD. This study has defined the direct interactions of MSC and CsA, identifying MSC activation and timing of CsA as being crucial for beneficial immunosuppressive functions. We proposed a mechanism by which CsA regulated IFNγ signalling in MSC through suppressor of cytokine signaling 1 (SOCS1) inhibition resulting in the enhancement of MSCγ suppression of CD3+ T cells and increased indoleamine 2,3-deoxygenase (IDO). For the first time, we have shown that a novel CsA formulation, SmPill® provided safe and superior efficacy in comparison to routinely used CsA drugs, Neoral® and Sandimmune® IV in a humanised model of aGvHD. We have shown this enhanced efficacy using pre-clinical survival studies, histopathology and cytokine analysis and hypothesise that this enhancement over these conventional CsA drugs is mediated through targeted delivery to systemic and GI tissues. Therefore, making it a highly attractive candidate for routine clinical use for aGvHD treatment. Moreover, we have investigated the interactions of MSC with SmPill® and Sandimmune® IV in a humanised model of aGvHD. We have shown that 1) CsA therapies did not impair MSC efficacy in aGvHD 2) Sandimmune® IV can be efficacious with both resting and licensed MSC therapy and 3) MSC but not MSCγ hamper SmPill® efficacy. Overall, this thesis has furthered our knowledge of MSC interactions with CsA in vitro and in vivo and presented translational pre-clinical results demonstrating the efficacy of a novel CsA formulation alone and in combination with MSC therapy for aGvHD

Assessing the Effect of Food Exposure on Children\u27s Identification and Acceptance of Fruit and Vegetables

Currently, fewer than 15% of children between the ages of 4–8 years consume the recommended levels of fruit and vegetables. In order to address this serious public health issue, a variety of nutrition programs have been implemented across the United States which have varied in their success. The present research analyzed the effectiveness of providing fruit and vegetable exposure as part of a school nutrition program. Kindergarten students at two schools (N = 59) were exposed to interactive activities about healthy eating and physical activity. In addition, those at one school (n = 29) were exposed to a variety of fruits and vegetables as part of this program. Assessment of children\u27s ability to identify and their willingness to try fruit and vegetables before and after the program indicated that while all children were better able to identify a range of fruit, only those who received exposure to healthful foods were more willing to try fruit after the program. There were no changes in their identification or willingness to eat vegetables. These results suggest that schools should provide exposure to a variety of healthy foods as part of their nutrition programs. Such programs should focus specifically on exposing children to vegetables because increasing children\u27s willingness to try foods that are typically considered unpalatable may be especially challenging