Large Public Institutions Research Articles

Investigating the mediating role of emotional intelligence in the relationship between internet addiction and mental health among university students.

The widespread use of the internet has brought numerous benefits, but it has also raised concerns about its potential negative impact on mental health, particularly among university students. This study aims to investigate the relationship between internet addiction and mental health in university students, as well as explore the mediating effects of emotional intelligence in this relationship. The main objective of this study was to examine whether internet addiction (dimensions and total) negatively predicts the mental health of university students, with emotional intelligence acting as a mediator. To address this objective, a cross-sectional design with an inferential approach was employed. Data were collected using the Wong Law Emotional Intelligence Scale (WLEIS-S), Internet Addiction Scale (IAS), and Keyes' Mental Health Continuum-Short Form (MHC-SF). The total sample consisted of 850 students from two large public higher education institutions in Ethiopia, of which 334 (39.3%) were females and 516 (60.7%) were males, with a mean age of 22.32 (SD = 4.04). For the purpose of the study, the data were split into two randomly selected groups: sample 1 with 300 participants for psychometric testing purposes, and sample 2 with 550 participants for complex mediation purposes. Various analyses were conducted to achieve the stated objectives, including Cronbach's alpha and composite reliabilities, bivariate correlation, discriminant validity, common method biases, measurement invariance, and structural equation modeling (confirmatory factor analysis, path analysis, and mediation analysis). Confirmatory factor analysis was performed to assess the construct validity of the WLEIS-S, IAS, and MHC-SF. Additionally, a mediating model was examined using structural equation modeling with the corrected biased bootstrap method. The results revealed that internet addiction had a negative and direct effect on emotional intelligence (β = -0.180, 95%CI [-0.257, -0.103], p = 0.001) and mental health (β = -0.204, 95%CI [-0.273, -0.134], p = 0.001). Also, Internet Craving and Internet obsession negatively predicted EI (β = -0.324, 95%CI [-0.423, -0.224], p = 0.002) and MH (β = -0.167, 95%CI [-0.260, -0.069], p = 0.009), respectively. However, EI had a significant and positive direct effect on mental health (β = 0.494, 95%CI [0.390, 0.589], p = 0.001). Finally, EI fully mediated the relationship between internet addiction and mental health (β = -0.089, 95%CI [-0.136, -0.049], p = 0.001). Besides The study also confirmed that all the scales had strong internal consistency and good psychometric properties. This study contributes to a better understanding of the complex interplay between internet addiction, emotional intelligence, and mental health among university students. The findings highlight the detrimental effects of internet addiction on mental health, and the crucial mediating role of emotional intelligence. The findings discussed in relation to recent literature have practical implications for practitioners and researchers aiming to enhance mental health and reduce internet addiction among university students. Emotional intelligence can be utilized as a positive resource in interventions and programs targeting these issues.

Abstract P326: Measuring Health Equity Gaps for a Blood Pressure Control Quality Improvement Program: Results from Cook County Health

Background: High blood pressure (BP) affects nearly half of U.S. adult population and was responsible for 13.0 deaths per 100,000 in 2022, with significant differences in age-adjusted mortality rates by sex, race, and ethnicity. Previous research has also highlighted that lower BP control rates are more prominent in Hispanic and Non-Hispanic Black patients, and well as those 60 years or older. This study assesses the role of the AMA MAP™ Hypertension quality improvement (QI) program to improve potential inequities in blood pressure control at a large public health care institution. Methods: 18,252 patients diagnosed with hypertension were identified at Cook County Health. BP values were obtained for patients in the 2 -years prior to implementation of the QI program (July 2019 to June 2021) compared to BP in the 2-years after implementation (July 2021 to July 2023). A multivariable logistic regression model of BP control status, paired t-tests, and ANCOVA analyses, stratified by race, ethnicity, sex, and age are conducted to assess SBP and measure the gaps by demographic characteristics. Results: Prior to the QI program, BP control (<140/<90) was significantly less for Black as compared to White patients (OR 0.82 [0.74-0.92]). The racial difference remained after the program, although it was slightly diminished (OR 0.86 [0.76 – 0.97]). Patients who were older were less likely to have controlled BP prior to the program, but these differences were no longer evident following the QI program. The QI program led to a decline in SBP in all demographic groups, including between ethnicity as shown in Figure 1 (Hispanic: -5.74 [CI:6.19- -5.29] vs Non-Hispanic -4.92 [-5.21- -4.63]), White (-5.96 [CI: -6.45- -5.47]) and Black (-4.80 [CI: -5.11- -4.49]) patients, and by age as shown in Figure 2 between 45-64 years ( -5.79 [CI: -6.12- -5.46] and 65-85 years (-4.31 [CI: -4.68- -3.94]). Conclusion: The results indicate an overall improvement in BP control and SBP, however, gaps persisted in SBP across ethnicity, race, and certain age groups. Quality improvement coaching and dashboards may support clinical care teams in addressing inequities in patient BP control.

Student–Faculty Interaction and Academic Self-Concept: Gender as a Moderator

This study examines the moderating effect of gender on the relationship between student–faculty interaction and academic self-concept. Using data from a large public Hispanic-serving institution (HSI) in Southern California, the analysis suggests that although student–faculty interaction positively impacts academic self-concept for all students, the effect is stronger for female students. Despite these gains, a persistent gender gap remains, with female students reporting lower academic self-concept than male students. These findings emphasize the importance of tailored initiatives to improve student–faculty interaction and academic self-concept, especially for female students.

Empowering early career humanities researchers to successfully navigate the scholarly publishing process

This case report illustrates how a scholarly communication librarian partnered with a humanities subject librarian and others to address knowledge gaps that graduate students and early career researchers at a large public research institution have about the scholarly publishing landscape. To address frequently asked questions the organizers identified from their individual experiences working with researchers, they chose a panel format where each speaker responded to a common scenario posed by a moderator. The webinar was recorded and shared internally on various sites as a reference. Feedback indicated the webinar was informative and helpful, and organizers plan to use it as a blueprint for future webinars or videos on specific topics about scholarly publishing.

The Impact of Internet Addiction on Mental Health: Exploring the Mediating Effects of Positive Psychological Capital in University Students

Introduction: The widespread use of the internet has brought numerous benefits, but it has also raised concerns about its potential negative impact on mental health, particularly among university students. This study aims to investigate the relationship between internet addiction (IA) and mental health (MH) in university students, as well as explore the mediating effects of positive psychological capital (PsyCap) in this relationship. Objective: The main goal of this study was to examine the psychometric properties of the measures and to determine whether internet addiction could negatively predict university students’ mental health, mediated through PsyCap. Method: A cross-sectional design with an inferential approach was employed to address this objective. The data were collected using the Psychological Capital Questionnaire (PCQ-24), Internet Addiction Scale (IAS), and Keyes’ Mental Health Continuum-Short Form (MHC-SF). The total sample of this study comprised 850 students from two large public higher education institutions in Ethiopia, of whom 334 (39.3%) were female and 516 (60.7%) were male, with a mean age of 22.32 (SD = 4.04). Several analyses were performed to achieve the stated objectives, such as Cronbach’s alpha and composite reliabilities, bivariate correlation, discriminant validity, common method biases, and structural equation modeling (confirmatory factor analysis, path analysis, and mediation analysis). Confirmatory factor analysis was conducted to test the construct validity of IAS, PCQ-24, and MHC-SF. Additionally, the mediating model was examined using structural equation modeling with the corrected biased bootstrap method. Results: The preliminary study results found that the construct validity of IAS, PCQ-24, and MHC-SF was excellent and appropriate. Furthermore, the findings demonstrate that internet addiction had a negative and direct effect on PsyCap and MH. Moreover, PsyCap fully mediated the relationship between IA and MH. Additionally, this study confirmed that all the scales exhibited strong internal consistency and good psychometric properties. Conclusion: This study contributes to a better understanding of the complex interplay between IA, PsyCap, and MH among university students, confirming previous findings. Recommendation: The findings, discussed in relation to the recent and relevant literature, will be valuable for practitioners and researchers aiming to improve mental health and reduce internet addiction by utilizing positive psychological resources as protective factors for university students.

"They helped me through the semester": electronic instructor messages can foster the instructor-student relationship.

Building rapport between instructors and students is a challenge, especially in large classes and in online environments. Previous work has shown that non-content Instructor Talk can foster positive student-teacher relationships, but less is known about non-content talk in electronic instructor messages. Here, we used the established Instructor Talk framework to craft positively phrased electronic messages that were sent through the course's learning management system to students enrolled in an introductory biology course at a large public institution. We examined both close- and open-ended survey responses (n = 226) to assess students' perceptions of the electronic messages, the course, and their instructor. Of the established Instructor Talk categories, the building student/instructor relationship category was most memorable to students. Encouragingly, 61% of students indicated they "liked the course more" and 88% indicated they "liked the instructor more" in response to the electronic messages. This demonstrates that implementing positively phrased Instructor Talk into electronic communication is an effective way to build rapport between instructors and students.

Discrimination, Drinking to Cope, Protective Behavioral Strategies, and Alcohol-Related Consequences Among University Students.

University students who experience more discrimination typically report more negative consequences from alcohol use. The study aimed to assess whether drinking to cope and protective behavioral strategies for alcohol use would help explain the relationship between everyday discrimination and alcohol-related consequences among university student drinkers. Data were collected in Fall 2020, and the sample included 707 undergraduate and graduate students from a large public institution in the Northeast who reported consuming alcohol in the past month. Participants identified predominantly as women (71.7%; 24.6% men) and White (65.1%; 7.9% Black/African American; 7.2% Asian/Asian American; 7.1% Hispanic/Latinx). A cross-sectional serial mediation analysis using structural equation modeling was conducted using Mplus. When we controlled for alcohol use, results supported a serial partial mediation model. More experiences of discrimination predicted a significant increase in alcohol-related consequences, above and beyond the increase attributed to drinking to cope. More frequent use of protective behavioral strategies significantly increased the odds of reporting no alcohol-related consequences. Drinking to cope and protective behavioral strategies for alcohol use may help explain why university students who report frequent discrimination are more likely to experience alcohol-related consequences, independent of how much alcohol they consume. Findings can inform clinical and prevention practice, advocacy, and training.

Contrasting innovation dynamics of professional-technological knowledge intensive business services in metropolitan areas

Formulation of the problem. The study examines knowledge-intensive business services (KIBS) firms' capability to access, process, and transform information into innovation. KIBS are defined as facilitators, carriers of knowledge, and sources of innovation for other sectors. KIBS play an important role in the production, use, and transfer of knowledge to the manufacturing sector. KIBS activities do not demonstrate a uniform structure within themselves, so a dual classification as professional services (P-KIBS) and technological services (T-KIBS) based on functioning and input has been developed. KIBS activities are concentrated in large cities. Major cities or capitals have well-developed infrastructure, public administration centers, advanced social activities, and numerous research institutes and universities. All of them attract a highly skilled population. Regarding metropolitan city economic growth, KIBS stand out because of their high added value, high income, high innovation returns, and high financial capacity, and they contribute to development. The purpose. The present study aims to reveal the innovative capacities and dynamics of P-KIBS and T-KIBS firms operating in the metropolitan area of Ankara, Turkey's capital city. To reach this aim, Turkey's capital city Ankara is analyzed by using the results of a questionnaire applied to 410 small and medium-sized (SMEs) KIBS firms, 146 of which are P-KIBS firms and other 264 are T-KIBS firms. Methods. In the course of the research and preparation of the article, the authors used several scientific methods, both philosophical and general scientific, as well as specific scientific methods. In particular, the methods of analysis and synthesis, induction and hypothetical-deductive method, mathematical-statistical and spatial analysis, methods of grouping and classification, questionnaires and surveys, etc., were used. The results. There are notable differences between the P-KIBS and T-KIBS firms, considering their spatial distribution patterns and the dynamics of their innovation processes. The spatial distribution patterns of the KIBS firms were revealed. While T-KIBS activities demonstrate a spatial clustering tendency independent of the CBD, the P-KIBS firms prefer to locate within the CBD or its vicinity. KIBS sectors generally prefer to be situated by high-income residents, new settlements, secure and prestigious areas close to large public institutions such as ministries and general directorates. It was revealed that the T-KIBS firms are most densely located in the CBD and newly developing business districts of Balgat and Söğütözü, and in the Technology Development Zones of Ankara. P-KIBS firms, on the other hand, are more widely spread in the Çankaya and Yenimahalle districts. It was found that advances in information and communication technologies have a varied impact on the location selection preferences of P-KIBS and T-KIBS enterprises. According to the research results, the factors influencing the clustering of P-KIBS companies and T-KIBS firms were identified and determined. There is a significant relationship between the innovative P-KIBS and T-KIBS firms and their collaboration with other institutions. As a result of the the study, it has been determined that there is a significant relationship between collaboration, R&D, intrafirm and extrafirm social relationships on the innovation of KIBS firms and also contrasting innovation dynamics related to different classes of KIBS in metropolitan areas.

Hurdling Barriers: Exploring Inaccessibility in Higher Education Institutions for Mobility Assistive Device Users

This article explores the challenges faced by students with disabilities using mobility assistive devices (i.e. wheelchairs or crutches) in a large public sector urban higher education institution. Cities are characterized by rapid pace and complex infrastructure including buildings, roads, and public spaces that present unique obstacles that hinder these individuals' mobility and overall experience. For this qualitative study, the locale chosen was a large public sector university, and data was collected from 10 students with disabilities who use wheelchairs and other mobility assistive devices and reside in the campus student accommodation. The data was collected through in-depth interviews and analyzed using thematic analysis. The findings indicate that the infrastructure on campus is not accommodating for students with disabilities who use mobility aids, which directly and indirectly impacts their educational experiences. In addition, the university lacks a uniform policy for providing services and allocating resources for students with disabilities. The participants believe that the university is indifferent to their needs; however, the facilities and behaviors within departments vary and at times can be quiteenabling. This study contributes to the ongoing dialogue on enhancing accessibility, inclusivity, and equity within our urban educational landscapes.

Media i polityka (kontekst polityzacji mediów publicznych w Polsce po 2015 roku)

The relationship between the media and politics has always been seen as conflicting. In large public media institutions in Poland basic contradiction can be seen between: impartiality, political interests and citizens right freedom of speech, salary for effectiveness of work or product and for labor time. Polarization field of vision and all those contradictions are in publishing activity itself. The primary research objective is to characterize the relationship between the media and the political sphere in Poland, through the prism of the process of politicization and mediatization, which is both controversial and far ambiguous concept. In addition, an attempt to answer questions about the instrumentalization of public media in Poland after 2015 through the development of propaganda mechanisms, resulting in a threat to political pluralism — taking into account the communicative competence of media audiences. The use of public media for political purposes is a threat to political pluralism. The one-day protest of the commercial media on February 10, 2021, a democratic day, showed what life can be like in Poland with only public media favorable to the authorities. On that day, Poles saw a world in which only pro-government propaganda messages exist. It would be hard to find a more adequate illustration of the importance of the problem of freedom of speech and independence of the media, especially the public media, which should effectively exercise their legally assured autonomy in shaping a pluralistic public sphere. The one-day protest of the independent media on February 10, 2021 showed what life can be like in Poland where there are only public media favoring the authorities. On that day, the Polish people saw a world in which there is only a pro-government propaganda message. It is difficult to find a more adequate illustration of the importance of the problem of freedom of speech and media independence.

Hurdling Barriers: Exploring Inaccessibility in Higher Education Institutions for Mobility Assistive Device Users

This article explores the challenges faced by students with disabilities using mobility assistive devices (i.e. wheelchairs or crutches) in a large public sector urban higher education institution. Cities are characterized by rapid pace and complex infrastructure including buildings, roads, and public spaces that present unique obstacles that hinder these individuals' mobility and overall experience. For this qualitative study, the locale chosen was a large public sector university, and data was collected from 10 students with disabilities who use wheelchairs and other mobility assistive devices and reside in the campus student accommodation. The data was collected through in-depth interviews and analyzed using thematic analysis. The findings indicate that the infrastructure on campus is not accommodating for students with disabilities who use mobility aids, which directly and indirectly impacts their educational experiences. In addition, the university lacks a uniform policy for providing services and allocating resources for students with disabilities. The participants believe that the university is indifferent to their needs; however, the facilities and behaviors within departments vary and at times can be quite enabling. This study contributes to the ongoing dialogue on enhancing accessibility, inclusivity, and equity within our urban educational landscapes

Experiential Learning Practices and Career Courses: Predictors of First Destination Outcomes

This study examined connections between experiential learning practices, mandatory career courses, and positive first destination outcomes of graduates from a large public institution prior to and during the COVID-19 pandemic. The rising cost of education and competition among universities has led to consumer demands for information pertaining to their return on investment. Universities have been encouraged to provide first-destination outcomes for graduates as a way to show the value of their degree programs. To strengthen these outcomes, many programs encourage or mandate experiential learning known as high-impact practices (HIPs) and career courses to prepare emerging adult learners for the transition to employment or further education. However, little is known as to the impact these practices have on the first-destination outcomes of these graduating students. This study identified specific experiential practices which proved beneficial to securing employment or acceptance to continued education, with an important caveat that career courses added only limited benefit for some respondents. These findings will better inform the allocation of university teaching resources and are a basis for further study of career practices in higher education.

Who considers becoming a world language teacher? Comparing students who would with those who won't

AbstractGiven the ongoing shortage of world language teachers in the United States, growing attention has developed toward recruiting new teachers at the secondary and postsecondary levels. This mixed methods study examined why some university noneducation students involved in language study at a large public institution indicated they would consider becoming a teacher (N = 116) while others would not (N = 129). Analyses indicated that those who would consider the profession were significantly more motivated for language study and had perceived experiencing significantly more instances of communicative and authentic pedagogy, as well as feelings of autonomy, community, and capability in their current language course than their counterparts who would not consider the profession. While passion for languages, teaching, and social contribution were factors that drew students to the profession, those who would not consider world language teaching were primarily dissuaded by a lack of passion for languages and teaching and perceptions of their own inadequate language proficiency.

Positive College Experiences Moderate the Association Between Resilience and Anxiety Symptoms among Underrepresented College Students

Generalized anxiety disorders are among the most prevalent mental health concerns for college students. Resilience, one’s ability to recover from adversity, is a critical component in reducing anxiety. The association between resilience and anxiety may be strengthened by positive college experiences of institutional support and experiential learning, particularly among underrepresented students. This study explored whether positive college experiences (Gallup “Big Six”) moderated the association between resilience (Brief Resilience Scale) and anxiety symptoms (Generalized Anxiety Disorder-7) among underrepresented college students (N = 430; 73.5% first year; 38.1% first generation) at a large public institution. Controlling for demographic variables, greater resilience was associated with lower anxiety (β = -.42, p < .001). Positive college experiences were not directly associated with anxiety (β = -.04, p = .45); however, positive college experiences moderated the negative association of resilience and anxiety (β = -.14, p < .01) such that the association between greater resilience and lower anxiety was stronger for students reporting more positive college experiences. The final model accounted for 21% of the variance in anxiety symptoms (F11,418 = 10.22, p < .001). Findings support a beneficial role of positive college experiences on the association between resilience and anxiety.

Navigating Competitive Transfer Pathways: Transfer Student Experiences in Health and IT Majors

The health care and information technology (IT) fields demand a more diverse set of qualified graduates who can appropriately fulfill the needs of the varied communities they serve. Currently, community colleges serve as stepping stones for diverse student populations and groups. When it comes to pursuing Health- or IT-related fields, community college students are often drawn to those majors with positive career placements and outcomes. Such majors include nursing, business, engineering, and education. However, at many colleges and universities, these majors are considered limited access, meaning that they have strict academic admissions criteria and accept only a limited number of students each year. This study seeks to understand community college student experiences and perceptions related to health or IT transfer pathway careers and success. We specifically examine Health and IT transfer pathways for students studying at a public community college in the Midwest (MidCC) to a large public research institution in the Midwest (MidU) and the faculty and staff working with these populations of students.

Examining the Impact of Virtual Animal Stimuli on College Students' Affect and Perception of their Academic Advising Experience.

The benefits of animal-assisted interventions (AAI) involving animals in therapy are widely accepted. The presence of animals in therapy can decrease a patient's reservation about therapy and promote a sense of comfort and rapport during the therapy process. Using survey data from college students (n = 152) attending a large public four-year institution, this study is the first to investigate the benefits of virtual animal stimuli during academic advising appointments. It posits that exposure to virtual animal stimuli can influence positive mental health and well-being in academic advising settings. Specifically, the research questions explored how different types of video content influence students' affect and how virtual animal stimuli impact students' perception of their advisor and university. College students were randomly assigned to watch one of four types of virtual stimuli (wild animals, companion animals, nature, and a control) prior to their advising session. Subjective measures were collected at baseline and after the advising session. Results indicated animal stimuli increase positive affect, and companion animal stimuli influence the student's perception of the advisor. This study supports the notion that companion animal videos positively impact students' well-being and interactions with their advisors and may have broader implications beyond the academic setting.

Time intervals to care and health service use experiences of uninsured cancer patients treated under public financing in Mexico City

BackgroundThe present study assesses the time intervals from symptom discovery to treatment start and describes the health service use experiences of uninsured patients with cancer of the breast, cervix uteri, testicle, and prostate before their arrival to the cancer hospital. MethodsThis cross-sectional study included 1468 patients who were diagnosed between June 2016 and May 2017 and received treatment for the selected cancers in two of the largest public cancer hospitals in Mexico City, financed through Seguro Popular. Data was collected through a survey administered via face-to-face interviews with patients and a review of their medical files. ResultsThe median time between detection (symptom discovery or first abnormal screening test) and treatment start was 6.6 months. For all types of cancer, the longest interval was the diagnostic interval –between the first use of healthcare services and the confirmation of cancer. Less than 20% cancer patients were diagnosed in the earliest stages that are associated with the best chances of long-term survival. The participants described a high use of private services for their first consultation, the use of several different types of health services and multiple consultations before arrival to the cancer centers, and 35% perceived being misdiagnosed by the first doctor they consulted. ConclusionsMost cancer patients treated in the two largest public institutions available for the uninsured faced long delays to get diagnosed and started treatment at advanced stages. Strengthening quality and access for effective early cancer diagnosis and treatment is key to improve patient outcomes in low and middle-income settings.

Barriers to Implementing the Concept of Learning Organization in Public Administration – the Example of PIORiN

Theoretical background: An efficient public administration is a prerequisite for a harmonious development of business, and for the security and prosperity of society. Its rapidity and quality are particularly important in the situation of dynamic economic, political and social changes. However, the model upon which administration is built and functions fails to meet the requirements of the present day. The subject of dysfunctional bureaucracy has been thoroughly analyzed and described in detail. Blind adherence to regulations, reluctance to introduce changes and lack of motivation to help clients are well-known vices of bureaucratic organizations throughout the world. Although countless attempts have been made to change the way these organizations function, the design and implementation of such improvements is hindered by a variety of obstacles. In this article, we shall describe barriers to the process of implementing the concept of a learning organization in a large bureaucratic organization. Purpose of the article: The purpose of the article is to discuss a number of barriers to the process of implementing the concept of a learning organization within a specific bureaucratic organization, namely the State Plant Health and Seed Inspection Service (Państwowa Inspekcja Ochrony Roślin i Nasiennictwa, PIORiN). The barriers discussed were identified in the course of research. Thus, the article adds to the existing body of knowledge about the functioning of bureaucratic organizations, their specificity and processes that take place within them. By identifying potential and actual barriers to the process of change, we can better understand organizational behavior. It also provides practical knowledge about the critical elements of the process of change. Research methods: Research was conducted within a large public institution in charge of phytosanitary controls. Three types of triangulation were used in the study: methodological, theoretical and investigator triangulation. Conclusions were drawn on the basis of a total of 51 interviews, of which 31 were conducted within the organization and 20 with external partners (clients). The basic tool used for collecting data was an open interview, always conducted by two researchers at a time. Interviews were transcribed and read on an ongoing basis with a view to carrying out a preliminary selection and category coding. Four team members participated in the coding process. Codes were subsequently analyzed and grouped into categories that served for drawing conclusions. Main findings: A number of barriers of great consequence for the process of implementing the concept of learning organization in administration have been identified; the most important are: excessive formalization, limited use of clients’ knowledge, insufficient financing, inadequate IT support, and limited cooperation with other public institutions.

“Dear future woman of STEM”: letters of advice from women in STEM

BackgroundAlthough a large body of research has identified challenges faced by women in STEM fields and strategies to improve the experience for women in STEM, little of this research has examined which strategies undergraduate women would recommend to their peers. In the current study, undergraduate women in STEM fields (N = 89) wrote letters to younger women in STEM about their experiences. The participants were recruited from a small public liberal arts college and a large public research institution in the United States. Participants were juniors and seniors majoring in engineering, mathematics, computer science, physics, biological or biomedical sciences, and chemistry.ResultsUsing thematic analysis, we identified seven types of advice. The participants shared advice about improving academically, forming communities, finding family support, and seeking out women role models. They also provided general words of encouragement and reassured women that everyone struggles, and failure is not indicative of their potential. In some cases, the letters were consistent with themes from prior research; however, other influences that have been studied by quantitative research were not prominent in women’s own advice to their fellow students. For example, although the letters focused on communal themes such as building community, they did not focus on the communal goal of helping others through their careers. Additionally, they highlighted the role of family, which has been relatively neglected in prior work.ConclusionsThe present research highlights which empirically supported theories about retention and success in STEM are reflected in students’ advice to others. These letters also provide insight into which obstacles and solutions were most salient for women students looking back on their undergraduate STEM careers. The women’s letters provide a rich understanding of how women navigate STEM fields and what they would tell future students about persisting in those fields.

Assessing Impact of Study Abroad on Graduation Rates of Underrepresented Students

Assessing Impact of Study Abroad on Graduation Rates of Underrepresented Students Tory L. Brundage (bio), Gayle Christensen (bio), Anne K. Althauser (bio), and Sudha Sharma (bio) EXPANDING INTERNATIONAL EDUCATION Fueled by globalization, technological advances, and more accessible travel, the role of international education on college and university campuses has had a period of immense growth. According to the Institute of International Education's 2019 Open Doors report, just over 340,000 US students participated in a study abroad program for credit during the 2017–2018 academic year. The number of students choosing to study abroad has steadily increased over the past 25 years. Immediately prior to the COVID-19 global pandemic, 10.9% of all undergraduates in the US studied abroad at some point while pursuing their degree. This rapid expansion has largely been welcomed on college campuses due to globalization and the sense that such opportunities can be transformational for students. Consequently, there is interest among administrators, scholars, instructors, and policymakers to better understand the effects of study abroad on student learning and outcomes. Though the COVID-19 global pandemic caused an unprecedented decrease in international education, the enduring forces of globalization will likely yield a strong return to study abroad programming when permitted and safe (Marginson, 2020). As such, it remains important to understand and assess outcomes related to study abroad participation at an institutional level. ASSESSING STUDY ABROAD The student success literature has evolved a substantial interest in understanding and implementing high-impact practices, aspects of the college student experience that positively influence college persistence and completion rates (Kuh, 2008). A promising supposition of Kuh's 2008 work was the notion that high-impact practices would not only increase student engagement and degree completion but that the effect would also be evident among historically underserved student populations. Additionally, the existing racial and ethnic disparities in higher education have led some to call for a more targeted focus on graduation rates across racial and ethnic student populations to identify the most impactful practices (Johnson & Stage, 2018; Stohs & Schutte, 2019). While multiple studies have examined the effect of studying abroad on graduation rates (Haupt et al. 2018), few have explored [End Page 239] how that effect may vary across student populations (Bell et al. 2021). Given that students of color have been consistently underrepresented in study abroad programs (International Institute of Education, 2019), there is a gap in the literature assessing study abroad for students of color as a high-impact practice. This inquiry aimed to (a) advance a common research model proposed in the literature for assessing study abroad and (b) use this model specifically to measure the impact of studying abroad on graduation rates for historically underserved student populations. METHODS This analysis used the Leveraging Education Abroad Participation for Graduation (GRAD LEAP) model (Haupt et al., 2018), which calls for a common approach to data analysis when exploring questions about the impact of education abroad on college student graduation rates. Study Setting and Participants This was a retrospective analysis of deidentified data accessed through an internal student database at a large, public research institution on the West Coast of the US. The campus has a formal Office of Study Abroad that supports students with selecting and participating in a wide range of international education programs offered by the institution. Additionally, the office has an adviser focused on equity and access, as well as a needs-based scholarship program for studying abroad. Furthermore, and relevant to this study, there are TRIO programs and Educational Opportunity Program offices that support students of color through a wide range of efforts, as well as race-conscious pipeline programs available in many academic pathways. The program offerings are similar to those offered at many large public institutions in the US. The study included enrollment and student academic records from first-time, first-year, and fully matriculated undergraduate enrollees during the 2012, 2013, and 2014 academic years. International students, defined as those studying on an F1 student visa, as well as students admitted through the transfer or post-baccalaureate application processes, were excluded. Using these criteria, a total of 15,620 unique records were included in the analysis. Within this overall population, 2...