The presentation will explore whether
participation in service-learning is
related to persistence in college with a
focus on the University of Wisconsin-
Parkside.
Helen Rosenberg
Professor
University of Wisconsin-Parkside
An Examination of the 2009 UW-Parkside Student Cohort
Helen Rosenberg
University of Wisconsin-Parkside
Presented to the WiCC Network Gathering-Northwest
Waukesha County Technical College
September 23, 2013
Capturing the Elusive: Accounting for Study Attrition and Complex Trajectori...Paul Brown
Preview of:
Arnold, K. D., Brown, P. G., Gismondi, A. N., Pesce, J. R., and Stanfield, D. A. (2012, November). Capturing the elusive: Accounting for study attrition and complex trajectories in a longitudinal study of low-income high school graduates. Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Las Vegas, NV.
Please do not cite without permission.
A presentation by Professor Chris Taylor, Professor of Education Policy at Cardiff University and Co Director of WISERD at the launch of the Administrative Data Research Centre Wales on Monday 23rd March 2015
An Examination of the 2009 UW-Parkside Student Cohort
Helen Rosenberg
University of Wisconsin-Parkside
Presented to the WiCC Network Gathering-Northwest
Waukesha County Technical College
September 23, 2013
Capturing the Elusive: Accounting for Study Attrition and Complex Trajectori...Paul Brown
Preview of:
Arnold, K. D., Brown, P. G., Gismondi, A. N., Pesce, J. R., and Stanfield, D. A. (2012, November). Capturing the elusive: Accounting for study attrition and complex trajectories in a longitudinal study of low-income high school graduates. Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Las Vegas, NV.
Please do not cite without permission.
A presentation by Professor Chris Taylor, Professor of Education Policy at Cardiff University and Co Director of WISERD at the launch of the Administrative Data Research Centre Wales on Monday 23rd March 2015
Challenge of complexity - rethinking approachesEduSkills OECD
This presentation was given by Dahle Suggett at the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014 during session 3.b: The Challenge of Complexity: Rethinking Relationships and Approaches on Knowledge-intensive Governance, Innovation and Change.
Presentation by Tracy Burns at the OECD Workshop on “Joint Learning for an OECD Trust Strategy” on 14 October 2013. Ms. Burns discusses trends in governance and education, satisfaction with the education system, accountability, and positive outcomes possible with educated adults.
Effectiveness of a group-based tutorial direct instruction program with a Canadian-Aboriginal and non-Aboriginal sample of children in care
Children in foster care are frequently behind in educational achievement (Flynn, Ghzal, Legault, Vandermeulen, & Petrick, 2004) and perform below grade level (Trout, Hagaman, Casey, Reid, & Epstein, 2008 for a review). Vacca (2008) found that children in foster care perform seven to eight percentile points lower in achievement test scores when compared to children in the general population. This study evaluated the effectiveness of a direct instruction literacy and math program ("Teach Your Children Well"; TYCW) in a small group format to educationally disadvantaged children in foster care. Across the two years of the study, 101 children in long-term foster care, 78.2% of which were Aboriginal Canadian, between grades 1 and 8 inclusive, participated in this randomized control trial intervention. Half were randomly assigned to the 30- week experimental TYCW condition, while the other half served as waitlist controls. Children were assessed at baseline and post-intervention on word reading, spelling, sentence comprehension, and mathematic skills using an academic measure of functioning, the Wide Range Achievement Test Forth Edition (WRAT4). An analysis of covariance (ANCOVA) demonstrated a statistically significant increase in standard scores on reading decoding, spelling and mathematic skills for those who received the tutoring. Meaningful effect sizes (small to moderate range) were also found in support of the tutoring intervention across these three domains. Furthermore, the results also indicated that condition predicted improvements in word reading for those with elevated levels of school instability, and a trend towards those with high inattention symptoms, as measured by the Conners' ADHD/DSM-IV Scales (CADS). The implications of these findings as they relate to improving educational achievement among foster children are discussed.
Jacksonville Public Education Fund's annual Survey of Public Education Perceptions in Duval County, Florida. Published December 10, 2014 in Jacksonville, FL. Learn more at www.jaxpef.org.
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
“I Had No Idea”: The Silencing of Food Insecurity and the Role of Undergradua...Iowa Campus Compact
Primarily focused on undergraduate
education, this session seeks to elicit new
ways to help our students understand and redress public silence and quiescence
around the issue of food insecurity.
Garry Leonard Running IV
Department of Geography
and Anthropology
UW-Eau Claire
Ruth Cronje
English and Honors
UW-Eau Claire
Mike Huggins
Eau Claire Clear Vision
UW-Eau Claire Honors
Thinking Outside the Box: Forming Non-Traditional PartnershipsIowa Campus Compact
Inver Hills Community College has formed two strong partnerships with two very different
not-for-profits: The Salvation Army and Lifeworks. This presentation, given by a
representative from each of our agencies, will go into the WHO, WHAT, HOW and WHY of
creating these partnerships, then help session attendees think about the WHEN.
Katie Halcrow
Director of Service-Learning
Inver Hills Community College
Challenge of complexity - rethinking approachesEduSkills OECD
This presentation was given by Dahle Suggett at the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014 during session 3.b: The Challenge of Complexity: Rethinking Relationships and Approaches on Knowledge-intensive Governance, Innovation and Change.
Presentation by Tracy Burns at the OECD Workshop on “Joint Learning for an OECD Trust Strategy” on 14 October 2013. Ms. Burns discusses trends in governance and education, satisfaction with the education system, accountability, and positive outcomes possible with educated adults.
Effectiveness of a group-based tutorial direct instruction program with a Canadian-Aboriginal and non-Aboriginal sample of children in care
Children in foster care are frequently behind in educational achievement (Flynn, Ghzal, Legault, Vandermeulen, & Petrick, 2004) and perform below grade level (Trout, Hagaman, Casey, Reid, & Epstein, 2008 for a review). Vacca (2008) found that children in foster care perform seven to eight percentile points lower in achievement test scores when compared to children in the general population. This study evaluated the effectiveness of a direct instruction literacy and math program ("Teach Your Children Well"; TYCW) in a small group format to educationally disadvantaged children in foster care. Across the two years of the study, 101 children in long-term foster care, 78.2% of which were Aboriginal Canadian, between grades 1 and 8 inclusive, participated in this randomized control trial intervention. Half were randomly assigned to the 30- week experimental TYCW condition, while the other half served as waitlist controls. Children were assessed at baseline and post-intervention on word reading, spelling, sentence comprehension, and mathematic skills using an academic measure of functioning, the Wide Range Achievement Test Forth Edition (WRAT4). An analysis of covariance (ANCOVA) demonstrated a statistically significant increase in standard scores on reading decoding, spelling and mathematic skills for those who received the tutoring. Meaningful effect sizes (small to moderate range) were also found in support of the tutoring intervention across these three domains. Furthermore, the results also indicated that condition predicted improvements in word reading for those with elevated levels of school instability, and a trend towards those with high inattention symptoms, as measured by the Conners' ADHD/DSM-IV Scales (CADS). The implications of these findings as they relate to improving educational achievement among foster children are discussed.
Jacksonville Public Education Fund's annual Survey of Public Education Perceptions in Duval County, Florida. Published December 10, 2014 in Jacksonville, FL. Learn more at www.jaxpef.org.
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
“I Had No Idea”: The Silencing of Food Insecurity and the Role of Undergradua...Iowa Campus Compact
Primarily focused on undergraduate
education, this session seeks to elicit new
ways to help our students understand and redress public silence and quiescence
around the issue of food insecurity.
Garry Leonard Running IV
Department of Geography
and Anthropology
UW-Eau Claire
Ruth Cronje
English and Honors
UW-Eau Claire
Mike Huggins
Eau Claire Clear Vision
UW-Eau Claire Honors
Thinking Outside the Box: Forming Non-Traditional PartnershipsIowa Campus Compact
Inver Hills Community College has formed two strong partnerships with two very different
not-for-profits: The Salvation Army and Lifeworks. This presentation, given by a
representative from each of our agencies, will go into the WHO, WHAT, HOW and WHY of
creating these partnerships, then help session attendees think about the WHEN.
Katie Halcrow
Director of Service-Learning
Inver Hills Community College
Waving Our Magic Wands: Harnessing the Power of Design ThinkingIowa Campus Compact
Design thinking is a method of problem solving with innovation and creativity. In this workshop you will learn how the design thinking process can be applied to your community engagement work. This methodology provides a transformative process for unifying and inspiring all partners to more innovative outcomes.
Lisa Bates
Lecturer and Extension Specialist
Department of Interior Design
Iowa State University
Susan Erickson
Program Coordinator
Community and Economic Development Extension and Outreach
Iowa State University
Engaging Graduate Online Learners through Service-LearningIowa Campus Compact
Online graduate students were given the
option of choosing to write their fi nal
project or participate in a service-learning project. Students that chose the service-learning option utilized Eyejot, Google-Hangout, and Web-Ex to complete their reflective journals, talk as a group about their service experiences, and discuss their final reflective essays. Students that chose the service-learning option were more engaged than those who chose the hypothetical written final project.
Michael Coquyt
Asst. Professor, Educational Leadership
Minnesota State University-Moorhead
Most civic engagement offices and small nonprofit organizations are challenged to
effectively communicate and market their opportunities and accomplishments with few
staff and few dollars. We will share our experiences in utilizing solid planning and Internet
tools to communicate for success on a budget.
Emily Shields
Executive Director
Iowa Campus Compact
Justin Ellis
Program Coordinator
Iowa Campus Compact
Monique Ellefson
VISTA Leader
Iowa Campus Compact
Problematic Concepts of Institutionalized Service LearningIowa Campus Compact
Higher education community engagement, and especially service-learning, seem to be built around the concepts of “learning,” “service,” “community,” and “change.” But these are actually highly problematic ideas. This session will unpack their meanings and show how they can confuse and limit our work.
Randy Stoecker
Professor
University of Wisconsin-Madison
University of Wisconsin-Extension
This session discusses the UI Community-Based Learning Program’s Community Partner Site Visit initiative. The CBLP has committed to conducting 50 on-site agency vists per year to develop and cultivate engagement partnerships in the local community and beyond.
Mary Mathew Wilson
Director
University of Iowa Community-Based Learning Program
Serving Those Who Served for Us: Training Service Dogs for VeteransIowa Campus Compact
The session pertains to a Service-Learning project involving Retrieving Freedom. The presentation will foster an interactive exchange of information and a service dog will showcase its benefi ts. The program’s development and implementation will be highlighted. Participants will leave with ideas about how to implement a project and develop a similar venture.
William J. Soesbe III
Assistant Professor of Education
Iowa Campus Compact Engaged Scholars
Faculty Fellow
Wartburg College
Scott Dewey
President of Retrieving Freedom Inc.
Creating Learning Opportunities through Collaborative Service for Students wi...Iowa Campus Compact
Colleges and universities actively recruit students of all abilities, yet often they are not successful in integrating them. This workshop will provide strategies on how to include students with intellectual and complex learning disabilities in service-learning opportunities, where they are not the recipient of the service, but rather actively engaged participants.
Karen Roth
President
Partnerships in Education and Service
Northfi eld, IL
Carol Burns
Director
Bethesda College of Concordia University
Gabby Schmidt
Student
UW-Eau Claire
Mike Huggins
Eau Claire Clear Vision
UW-Eau Claire Honors
Kate Zilla
Associate Professor, Special Education
National Louis University
Empowering Your Community: Do’s and Don’ts of Service-Learning PartnershipsIowa Campus Compact
This preconference session will take participants through the “must haves” and “Don’t Do’s” of community partners and collaborations. This session will provide participants with the key characteristics of high performance community collaborations. Topics include: Key characteristics in high-performance partnerships; Coordinating community needs to the academic curricula; Identifying and meeting real community needs; Providing properly structured refl ection time; Genuine community reciprocity; Diversity: breaking stereotypes for partners and students; Proper prior planning; Meaningful service; Issue orientation for students; Community partner voice; Collaboration options; Nurturing partnerships and collaborations; The importance of communication; and Assessing and evaluating collaborations. There will be several activities to help participants identify their partnership needs, identify best practices and form a plan for their partnerships.
Nicholas Holton
Associate Dean
Kirtland Community College
Iowa Campus Compact implemented its new student-focused program, the Civic Ambassador Network, as a way to engage students in IACC programs while also providing them with professional development opportunities and project assistance. The Civic Ambassador Network will begin its second year this fall.
Monique Ellefson
VISTA Leader
Iowa Campus Compact
Uncovering and Mobilizing Partners and Resources You Didn’t Know You HadIowa Campus Compact
Explore how the basic principles of Asset-Based Community Development (ABCD) can
enhance any partnership by identifying, and strategically utilizing the hidden resources
and talents of all stakeholders. A brief intro to ABCD will be followed by participation
in refl ection and mapping techniques that can be used to bolster new or existing
projects.
John Hamerlinck
Associate Director
Minnesota Campus Compact
Iowa Student Personnel Association Pre-Conference Workshop
Developing Leaders to Foster Inclusion & Social Change
Presenter: Dr. Heidi Levine, Assistant Vice President for Student Affairs and Dean of Students at Cornell College
Monday, October 21, 2013, 10:00 am to Noon, St. Ambrose University
Diving Deep: Growing the Field of Civic Engagement Practitioner-ScholarsIowa Campus Compact
This session will be an engaging conversation for current and future civic engagement practitioners, practitioner-scholars, and those who support their work. Attendees will be among the first to review and utilize a new publication resource guiding professional development and career advancement for professionals. Attendees will engage in a conversation with a panel about this publication. The discussion will focus on a framework for understanding the competencies needed in the role of community service-learning professional. The session will review four categories, as outlined in the publication: Organizational Manager, Institutional Strategic Leader, Field Contributor, and Community Innovator. In the first half of the session, a panel of practitioners who helped to develop the framework and publication will reflect on their experiences and engage attendees in a discussion of challenges and lessons learned. The second half of the session will allow attendees to utilize this framework in order to think about and plan for their own professional development and the position of their work in the institution and community. Facilitators will lead a process of personal inventory and allow time for discussion and planning of development opportunities for field and career advancement.
Emily Shields
Executive Director
Iowa Campus Compact
Mandi McReynolds
Director of Community Engagement and Service Learning
Drake University
Flashback to the 60’s: Tips and Tools for Building RelationshipsIowa Campus Compact
Community change theory and processes were all the rage in the 1960’s. In this
interactive workshop you will learn how that early theory applies to your community
engagement work today. These tips and tools are beneficial for entering into and
sustaining great relationships in communities, no matter what your background.
Susan Erickson, PLaCE (Partnering Landscape and Community Enhancement) Program
Coordinator at Iowa State University
10 Signs You Have a Culture of Inquiry - #CultureCodeWarren Berger
In today's world of exponential change, innovative companies must have a Culture of Inquiry. Here's a checklist to see whether your company has this questioning culture... or not. #CultureCode
Running head MORE THAN STANDARDIZED TESTS1MORE THAN STANDARDIZ.docxcharisellington63520
Running head: MORE THAN STANDARDIZED TESTS1
MORE THAN STANDARDIZED TESTS15
MORE than Standardized Tests
Sammy North
DeVry University
MORE Than Standardized Tests
Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns, and walked across the stage to receive their diplomas. But she did not; she waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not happen, and we have the power to change the status quo, so that no student should have to follow the same path as Brittany. This problem can be solved, though like Brittany’s case, it will be neither quick nor easy.
The purpose of this proposal on replacing standardized tests with end-of-year subject tests is to convince readers that changing assessments in education will improve education, and a strong educational system will result in several positive outcomes. The problems and their outcomes as well as the solution are the result of thorough research on these tests. Though I am a novice scholar, I will include several sources that will establish my credibility regarding standardized tests. The ideas of Hillocks (2002), McNeil and Valenzuela (2001), and Ravitch (2011), who are all experts on this topic, will help to establish my credibility.
Everyone is affected by the strength of our educational system, from the students and their ability to succeed in college and in the workplace, to the employers who hire them—and everyone in between. Every taxpayer is a stakeholder in education, because these tests are paid for by tax dollars, and the return on investment in education is not where it should be. Standardized tests should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates.
Problem Analysis
This problem resulted on the one hand from national concern with global c.
Running head DRAFT OF DATA PRESENTATION1DATA PRESENTATION3.docxtodd271
Running head: DRAFT OF DATA PRESENTATION 1
DATA PRESENTATION 3
HEA 530 Milestone 2: Draft of Data Presentation
Sharon Riley-Ordu
Southern New Hampshire University
June 30, 2019
Data Presentation, Analysis and Discussion
Interviews with Office of Alumni Affairs Staff
In order to prepare for the presentation of data and decide on data sources to be used for evaluation, interviews were conducted with The Director, Associate Director, and Supervisor of Student Interns. Key information was gleaned from each interview which will be briefly discussion. The first interview was with Tom Fitzgerald, Director. According to Tom, the overall goal is to improve the pledge rate at Binchley College by 6%. He shared there is an overall decline in contributions. Because these contributions are used to fund special programs, especially related to the college marine ecology and Native American studies degrees, it is critical that they increase. In this interview we discussed the biggest decline in contributions was from the alumni donors aged 55 and over. I asked the Director what he thought this decline could be attributed to. He provided several different possible explanations such as death, fixed income retirement, illness and that people in this age group may be helping children and grandchildren.
My next interview was with the Associate Director. We discussed a slight increase in last two years in the donations from middle-aged and younger alumni, especially graduates of the Native American program. The percentages of graduates from the program have increased, but that can’t be the only explanation for the improvement. She shared information about a small pilot program designed especially for graduates of the Native American program, and promising results. They were invited back for a long weekend to participate in current excavation projects and research associated with it. It has been a great social event and resulted in generating income from the tuition along with the participants donating to the college while at the event and again when the Office of Alumni Affairs solicits donations for specific needs of the research projects throughout the year.
The third and final interview was with the Student Intern Supervisor. Each of the individuals interviewed are graduates of Binchley College, so they clearly have a stake in making sure the college remains successful. The Student Intern Supervisor, Shelley, is a graduate with a major in Native American Studies. She worked on the pilot program with the Associate Director, Jesse which was mentioned earlier. In this interview, we talked further about the increases in donations from Native American Alumni. A key question was asked: Do you know if a survey of the alumni of the Native American program has been conducted to measure the effect of the blog and other forms of communication you’ve used has had on their willingness to donate? Shelley replied that they have not conducted a survey.
Data .
As colleges grapple with enrollment, retention, and completion difficulties, it’s clear that students need a better understanding of just how a college education can help them on the path to a solid career. Community colleges play a key role in solving this problem. When colleges use data to clearly demonstrate the connection between education and the labor market, students have the information they need to choose smart careers, select the education that is right for them, and then stick with that education to the end. In this webinar, Noah Brown, CEO of ACCT, and EMSI’s Gabriel Rench discuss how community colleges impact the economy, how they can demonstrate the ways they serve their students and communities, and how they can engage young people about career and education decisions before they hit college.
Peter Shea: Does Online Learning Inhibit or Support Community College Student...Alexandra M. Pickett
Dr. Peter Shea
Does Online Learning Inhibit or Support Community College Student Success?
Using a nationally representative sample (The Beginning Postsecondary Student Survey, BPS 04/09), this study examined the associations between enrollment in credit-bearing distance education courses and degree attainment. We sought to determine whether US students enrolled in online/distance education courses during their first year of study at a community college tend to complete a degree (certificate, associate, or bachelor’s) at significantly lower rates than those who were not enrolled in such courses or programs. Unlike previous researchers, our findings indicated that students who take some of their early courses online or at a distance have a significantly better chance of attaining a community college credential than do their classroom-only counterparts. Implications for policy, practice, and theory related to student attrition, persistence, and success will be discussed.
presentation at the 15th annual SLN SOLsummit 2014 February 26, 2014
http://slnsolsummit2014.edublogs.org
America’s education system is based on the assumption that barring illness or an extraordinary event, students are in class every weekday. So strong is this assumption that it is not even measured. Indeed, it is the rare state education department, school district or principal that can tell you how many students have missed 10 percent or more of the school year or in the previous year missed a month or more school − two common definitions of chronic absence.
This session presents faculty, community partner, and nursing student perspectives about community engagement experiences designed to prepare nurses to contribute to reducing health disparities and develop a commitment to improving the health of diverse populations. Challenges, relationship development, and benefi ts for students and communities affected by health disparities will be discussed.
Marjorie Schaffer
Professor
Bethel University
Diane Bonniwell
Licensed School Nurse
Minneapolis Public
Schools
Julie De Haan
Assistant Professor
Bethel University
Gloria Thomas
Pastor
Camphor Memorial
United Methodist
Church
Jeannine Holqmquist
Senior Nursing Student
Bethel University
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Factors that Predict Persistence in College at the University of Wisconsin-Parkside
1. Factors that Predict Persistence in College at the
University of Wisconsin-Parkside
Following a Student Cohort from 2009 through 2012
2. Research
Why focus on non-traditional students?
UWP has greatest percentage of students receiving Pell grants in UW-
System
Over 2/3rds of students work in addition to going to school full time
UWP has the highest percentage of students of color in the UW-System
UWP has the lowest retention rate in the UW-System, 30%
20% of students do not return after the freshman year
3. Research
Predictors of successful outcomes for UW-Parkside
students
What is success?
The dependent measure is persistence over time
Persistence refers to long-term outcomes, while
retention is most often used to talk about re-enrollment
from freshman to sophomore year
4. Factors contributing to re-enrollment
Tinto (1975, 1997, 2005) identified four factors:
academic integration
social integration
financial pressures
psychological differences, i.e.,
family background, past educational
experiences
5. Identifying Non-traditional Students
24+ or 25 + years old
Employed Full-time
Married/Caregiving
Part time enrollment
First Generation
Students of Color (sometimes
referred to as “under represented
students”)
The term
"nontraditional
student" is not a
precise one (NCES, 2002)
6. Independent Variables
Measures of Non-traditionality
Age (24+)
Enrolled Part Time
First Generation College Student
Race (students of color)
Service Learning
Took service learning class or not
Demographics
Gender
Freshman/Transfer Students
GPA
7. Demographic Distribution of Students entering UWP
N=1155
Measures of Non-
traditionality
Age (24+)
Enrolled Part Time
First Generation College
Student
Race (students of color)
Service Learning
Took service learning class or not
Demographics
Gender
Freshmen/Transfer Students
GPA
Persistence to Graduation
Measure Fall,
2010
Fall,
2011
Fall,
2012
24+ 11.7% 12.0% 11.6%
Part-time 40.3% 56.9% 65.7%
First Gen 60.1% 60.4% 60.5%
Students
of Color
29.4% 27.4% 29.4%
Took SL 13.3% 24.2% 34.0%
Female 56.8% 56.5% 60.1%
Freshmen 71.7% 69.5% 68.1%
GPA 2.59 2.73 2.85
Re-
Enrolled/G
raduated
65% 51% 41%
8. Correlations Among Independent Measures
Strongest relationship
Full-time enrollment and GPA
Positive relationships
Students who enroll in CBL classes tend to be full-time
Students who enroll in CBL classes tend to have higher
GPAs than students who do not take a class with CBL
Conclusion:
There is a strong relationship among full-time
enrollment, CBL course enrollment and GPA
9. Correlations Among Independent Measures
Demographic relationships to GPA
Men and students of color tend to have lower GPAs than
women and Whites.
There is no relationship between being a first generation
student and GPA
Transfer students tend to be older and earn higher GPAs
than incoming Freshmen
Older (24+) students are more likely to be part-time and
earn lower GPAs than younger students
11. Significance of Service-Learning
Students who take service-learning courses are more
likely to persist.
Service Learning has a consistently strong impact on reenrollment and
graduation.
When full-time enrollment and GPA are added into the model, the
effects of service learning decline because of its strong relationship to
these variables
12. Significance of Demographics
Race
Race is an inconsistent predictor of persistence with white students more
likely to reenroll.
Students of color are about 75% as likely to re-enroll and graduate as
are white students
Age
The effects of age are slight and insignificant over time
First Generation Status
The effect of being a first generation college student is slight and becomes
insignificant over time
13. Significance of Transfer Students
and Full-Time Status
Transfer Students
Entry status is an inconsistent predictor of re-enrollment with transfer
students more likely to persist.
Full-time Status
Full time status is a powerful predictor of reenrollment throughout all
years of the analysis
The effects of full-time enrollment are very strong, but decline when GPA is
added to the model
14. Service-Learning has a positive effect on all
students (traditional and non-traditional)
Part-time enrollment seems to pose the greatest
challenges for non-traditional students in
relation to re-enrollment
Service learning was significant for freshmen and
juniors, but not for second year
Implications for UW-Parkside
Editor's Notes
Success is the dependent variable and is defined as re-enrollment or graduation.
Some of these contribute to retention, while others do not. For example, academic integration and social integration contribute to retention. Academic integration=learning communities; CBL; Social integration=clubs;
CBL contributes to students’ feelings of integration in that students report that they feel part of a larger whole and that faculty and administrators care about them.
Engagement as measure of academic integration: National Survey of Student Engagement (NSSE) finds that students involved in “high impact practices” more likely to re-enroll (Kuh, 2012)
What remains stable over time: age, first generation status, race and the number of freshmen enrolled in each year.
Slight increases in gender
Increases in part-time status – full time students tend to graduate earlier so greater percentages of part time students are left
GPA increases over time.
Service learning was defined as any student taking a service learning course. As the number of students in service learning increase, the total increases with time.
Enrollment: 65% of freshmen enrolled in 2009 are enrolled in 2010
51% are enrolled in 2011 and 41% are enrolled in 2012
Our statistics show that after six years, only about 37% of our entering students have graduated.
Our dependent measure was success, defined as re-enrollment or graduation.
What matters
Overall, students who take service learning classes are almost twice as likely to re-enroll and graduate as those who do not
What matters
Race seems to make the most difference the first year of school, but then its effects on persistence decline
What matters
Transfer: This effect is significant only in the last year, 2012 with transfer students more likely to persist
It becomes statistically insignificant when full time status and GPA are entered in the analysis