The Chocolate Curriculum: A Gateway to Materials Science and Engineering and Python Programming.

To investigate the associations of childhood adversities (CAs) with lifetime onset and transitions across suicidal thoughts and behaviors (STB) among incoming college students. Web-based self-report surveys administered to 20,842 incoming college students from nine countries (response rate 45.6%) assessed lifetime suicidal ideation, plans and attempts along with seven CAs: parental psychopathology, three types of abuse (emotional, physical, sexual), neglect, bully victimization, and dating violence. Logistic regression estimated individual- and population-level associations using CA operationalizations for type, number, severity, and frequency. Associations of CAs with lifetime ideation and the transition from ideation to plan were best explained by the exact number of CA types (OR range 1.32-52.30 for exactly two to seven CAs). Associations of CAs with a transition to attempts were best explained by the frequency of specific CA types (scaled 0-4). Attempts among ideators with a plan were significantly associated with all seven CAs (OR range 1.16-1.59) and associations remained significant in adjusted analyses with the frequency of sexual abuse (OR = 1.42), dating violence (OR = 1.29), physical abuse (OR = 1.17) and bully victimization (OR = 1.17). Attempts among ideators without plan were significantly associated with frequency of emotional abuse (OR = 1.29) and bully victimization (OR = 1.36), in both unadjusted and adjusted analyses. Population attributable risk simulations found 63% of ideation and 30-47% of STB transitions associated with CAs. Early-life adversities represent a potentially important driver in explaining lifetime STB among incoming college students. Comprehensive intervention strategies that prevent or reduce the negative effects of CAs may reduce subsequent onset of STB.

This paper briefly reviews the applications of materials science and engineering in the pharmaceutical industry. The materials characterization techniques highlighted in the paper as being utilized in the pharmaceutical industry are dynamic light scattering and photon correlation spectroscopy, mercury intrusion, gas density pycnometry and energy density analysis, thermogravimetric analysis and differential scanning calorimetry, x-ray diffraction, nuclear magnetic resonance and Raman microscopy. The other areas of applications of materials science and engineering in the pharmaceutical industry briefly discussed are materials processing, materials research and development, and materials selection. This paper further highlighted that the program as it is currently offered by various institutions in Nigeria is yet to incorporate the courses in pharmaceutical materials. It concluded by pointing out that some institutions outside Nigeria have incorporated pharmaceutical materials in the programs of materials science and engineering. Suggestions were made for the materials science and engineering programs in Nigeria to build further capacity for effective applications in the pharmaceutical industry. Keywords— Applications, materials engineering, pharmaceutical industry

Academic advisors in higher education are often incoming students’ first exposure to college curriculum and academic expectations. Additionally, academic advisors serve as an on-going support to students throughout their college careers. As the number of students beginning college full-time with a significant amount of dual enrollment (DE) credits increases, academic advisors must develop approaches to advising this population of students based on academic and developmental needs. This study explored the approaches college academic advisors take when advising high DE credit-bearing incoming college students.

This paper evaluates undergraduate students’ performance during a problem-based computational science course in a materials science and engineering program. The course guides students to apply computational tools and methods to solve problems in materials science and engineering. The study assesses the relationship between phases of the problem-solving process and computational literacy skills in the context of MATLAB® computational challenges. Students complete five projects that require combined problem-solving skills and computational skills. Results suggest that aligning computational challenges with problem solving phases can support student learning and computational literacy skills development. The findings also suggest that different computational challenges require different forms of support for the learners to successfully complete the problem solving process.

The ubiquity of the Internet in our daily lives and the pervasiveness of computer technology in K–12 education today suggest that incoming college students should be better prepared to use computer technology than their predecessors. This chapter presents the results of a study to determine the incoming computing skills levels of business students. The study also measured the difference between the students’ self-assessment of these computer skills and an actual assessment of their computer skills. In discovering what level of computer literacy our students actually have, and pinpointing areas where students lack proficiency, we can look to develop curriculum to address the weaknesses. Our goal would be to look at developing a curriculum model that provides flexibility in tailoring content to accommodate the evolving literacy of students, ultimately providing a richer educational experience for our students.

Objective: This study was designed to explore physical, social/behavioral, and mental health factors among incoming university students with elevated self-reported ADHD symptoms. Method: A total of 5,240 incoming university students were recruited. The test battery included the ADHD Self-Report Scale, the Measurement of Support Functions, the Chinese Internet Addiction Scale–Revision, Quality of Life assessment, the Brief Symptoms Rating Scale, and the 10-item Social Desirability Scale. Results: ADHD symptoms were elevated in 8.6% of the sample. Only individuals with a lower social desirability score, however, were recruited for further analysis. Significant influential factors for higher self-reported levels for ADHD symptoms included greater suicidal ideation and emotional disturbance, as well as a higher Internet addiction tendency, lower levels of social support, and a greater amount of exercise. Conclusion: Given the elevated prevalence of self-reported ADHD symptoms among this sample of university students, screening for these kinds of problems to detect early challenges before students fail in college as well as identify youth with undiagnosed ADHD should be considered.

The DSM-5 nonsuicidal self-injury disorder among incoming college students: Prevalence and associations with 12-month mental disorders and suicidal thoughts and behaviors.

Background: Alcohol misuse among college students remains a pervasive problem. Relatively little is known about alcohol consumption by incoming students during the summer between high school graduation and the start of the freshman year. It is possible that many students bring unhealthy drinking habits with them to college. Purpose: The present study examined patterns of alcohol use and related consequences among incoming college students during the summer before their freshman year. Methods: The dataset consisted of self-reported two-week drinking histories from 4,539 incoming freshmen at three universities during the summer of 2003. An average of 80% of all incoming students at the schools was surveyed. In the present study, drinking patterns, risk and protective factors, and alcohol-related consequences were examined. Results: Roughly 50% of college-bound students consumed alcohol in the two weeks before the survey. Nearly 30% of all students met or exceeded the threshold for binge drinking (4+ drinks for females; 5+ drinks for males). Among those who drank during the two weeks before the survey, roughly 50% of males and females consumed shots, 50% played drinking games, and 36% suffered hangovers. More than one in ten males and females experienced memory blackouts during the two-week period. Fourteen percent of males and 10% of females drove after drinking. Females were twice as likely as males to drink on an empty stomach to get drunk faster (8.2% and 4.1%) and four times as likely to drink on an empty stomach to save calories (12.8% and 2.9%). Discussion: Many students bring unhealthy drinking habits with them to college and experience blackouts, hangovers, and other consequences during the summer before they arrive on campus. Translation to Health Education Practice: Alcohol education and prevention programs should target students prior to their arrival on college campuses.

A study on the sleep quality of incoming university students

The aim of this study was to explore the lifestyle/social, personality trait and mental factors among incoming university students with higher self-reported social anxiety symptoms (SAS). A total of 5126 incoming university students were recruited. The test battery included a self-administered questionnaire that examined personal lifestyle, the Measurement of Support Functions, the Chinese Internet Addiction Scale-Revision, the Organizational Citizenship Behaviour Scale, the Social Phobia Inventory, the suicide ideation from the Brief Symptoms Rating Scale and the Pittsburgh Sleep Questionnaire. SAS (23.7%) were prevalent. Using logistic regression analysis, we found that the significant predictors of higher levels of SAS were being an undergraduate student and a non-smoker, having lower Measurement of Support Functions score (poorer social support), having higher Chinese Internet Addiction Scale-Revision score (Internet addiction), having lower Organizational Citizenship Behaviour Scale score (less altruistic behaviour), having suicide ideation and having higher Pittsburgh Sleep Questionnaire score (poorer sleeper). Given the high prevalence of SAS among university students, it is necessary to build a better strategy to detect students with potential social anxiety-related problems/disorders or other mental problems early on.

Many colleges and universities require incoming students to demonstrate a prescribed level of computer proficiency. Currently, many educational institutions offer introductory computer courses to assist students in meeting this requirement. Other institutions are considering eliminating introductory computer courses with the expectation that students will demonstrate adequate computer knowledge through the proficiency examination. This assumes that students have acquired both computer knowledge (concepts) and computer skills (applications) in high school or through other personal experiences. Giving the students the option of taking a computer proficiency exam in lieu of a required course allows students to take other required, elective, or optional courses that will assist them in completing their degree requirements. However, not offering the introductory computer skills course may, likewise, be detrimental to students who would otherwise benefit from the knowledge gained from such a course. Thus, a study of 140 incoming business freshmen was developed to determine if students had adequate computer knowledge and skills to exempt the introductory computer fundamentals course. Using online testing software, students were tested on both computer skills (Excel) and computer concepts that students are expected to master at the completion of an introductory computer fundamentals course. Overall, the findings revealed that the students’ average test scores were 60 percent, which is significantly below passing. This study also found that only 36 percent of the students tested could exempt or “test out” of the course if given that option. Students not able to exempt the course demonstrated a mean gain or improvement of 26 points in the Excel post test and 23 points in the Computer Concepts post test following course instruction. This data indicates that course instruction was effective for students not able to exempt the course and achieved the desired effect of providing meaningful knowledge in information technology concepts and skills. Based on these findings, it was concluded that incoming business students lack the necessary computer knowledge, skills, and abilities to pursue their undergraduate degree programs. It is recommended that freshman business students need an introductory computer course that includes both Information Systems (IS) con

A college entrance exam is a standardized assessment utilized by colleges and universities to evaluate a student’s readiness for higher education. Passing a college or university’s entrance exam is an important step in the college admission process as it will determine if the student can proceed to the next procedure of the selection in the chosen course. The researchers would determine the need for a Decision Support Predictive Model using Clustering Analysis for Incoming College Students. This would help educational institutions better understand the needs and characteristics of the student population. This model may be used to support decisions regarding the kind of course the students may enroll in. In this case, clustering analysis can be used to group incoming college students based on their scores from the entrance examination. The datasets taken from Central Philippines State Univeristy-Admission Office about the incoming college students, such as demographic data (such as their senior high school academic track and chosen course program to enroll) and entrance exam results. The study implied the importance of clustering methods in achieving desired results that will provide accurate information in the decision support of the appropriate course program that the students should enroll in to be implemented by the Admission Office of Central Philippines State University.

This survey aimed to probe the associations between altruism, social support and subjective health among incoming students with low level of social desirability. Totally, 5,634 incoming university students were assessed and 2,472 students with a low tendency toward social desirability were recruited for analysis. The results indicated that altruism and perceived social support were correlated and both could predict subjective health simultaneously. Path analysis indicated that altruism may promote health directly and indirectly by social support. Developing curriculums to enhance altruism and social support could be an important issue for university students.

Many first-year students are seen to struggle to build resilience in their first year of post-secondary education just like racing cars. The journey of the first year or incoming university students is explained with an analogy of racing cars mainly an analogy for student learning based on the performance of race cars. To improve retention and first year experience, higher education institutes try to build resilience in students, they expect students to participate in campus activities and interact with other students and teachers from different backgrounds. But what about students’ expectations of their institution and how often institutions emphasize these training and engagement opportunities to their incoming students? An online student readiness intervention program has been designed to understand expectations and investigate predictors that promote resilience. The student readiness resilience intervention program includes three phases, which begin with a diagnostic assessment to determine individuals acquired knowledge and skills. The next phase helps prepare students by addressing the learning gaps from the results of the online tests through virtual events. The final phase includes personalized learning with mentors’ mobile coaching with an aim to build resilience by creating lasting habits and capabilities to enable first year students to remain calm and focused. This study further reviews various theories to identify process, trends, differences, and gaps to describe and critically analyse student readiness and effects of intervention programs. It will also provide useful critique and recommendations to transition leaders and educators in relation to the student resilience.

Attitudinal and experiential predictors of technological expertise