Level Of Academic Preparation Research Articles

The Power of One More Course: How Different First Semester Credit Loads Affect Community College Student Persistence

ABSTRACT Establishing early academic momentum via credit accumulation is strongly associated with community college student success. Using data from one of the nation’s largest and most racially diverse community college systems, our quasi-experimental study examined how different first-semester credit loads influenced persistence. For part-time students (less than 12 semester credit hours), enrolling in one additional course (3 more credits) significantly improved their chances of persistence to the subsequent term and next academic year. For part-time students, an increased credit load was significantly and positively related to persistence. However, for full-time students, an increase from 12 to 15 credits was not related to persistence. These patterns were consistent across subgroups by students’ level of academic preparation (developmental education status) and degree objective (workforce credential or transfer associate degree). Moreover, the increased course load did not significantly hinder students’ early academic performance as measured by GPA for any group and in some cases was related to increased GPA. We discuss the implications of these findings for academic advising, course scheduling, and completion initiatives at community colleges.

A quasi-experimental study of the impact of college-run science, technology, engineering, and mathematics (STEM) career days on American students’ STEM career aspirations

ABSTRACT This quasi-experimental study examined the impact of participation in college-run STEM career days on American high school students’ STEM career aspirations. Data were collected from a nationwide retrospective cohort survey of 15,847 U.S. college students who provided information about their experiences during high school. Accounting for self-selection effects and a robust set of controls, results showed that students who participated in a college-run STEM career day during high school had 1.3 times the odds of expressing STEM career aspirations compared with a control group. We found that STEM career days were equally effective in promoting American students’ STEM career aspirations across background characteristics, levels of academic preparation, and prior STEM interest. Results suggest that policymakers and educators should seriously consider implementing STEM career days for high school students as an evidence-based strategy to effectively increase STEM career interest.

Speaking up: The voice of New Zealand nursing

The Greek pre-Socratic philosopher Heraclitus, who lived 500 BC, is noted for saying that all things are in flux and nothing is as constant as change; nowhere is this more evident than in modern health care. In the November 2017 Praxis editorial I wrote about the voice of New Zealand nurses often being mute and muffled. Over the past couple of months there has been a change, an increased vocalisation by nurses of the challenges that they face in their daily practice. Nowhere is this more evident than on social media, particularly the public Facebook page of New Zealand hear our voices. The posts on the Facebook page share nurses’ distress along with the frustration that they feel. The frustration that they are not valued, not respected and that they are not financially rewarded to a comparable level with others in the public sector or that reflects their level of academic preparation. I am left wondering about the voice that has risen and the ground swell of support it has received. What has ignited it and what would it take for it be harnessed? Certainly the global focus on speaking up has helped the impetus of the current vocalisation. Campaigns like #metoo and #nursingnow and indeed the overwhelming calls for equity for women in the workforce have helped. So too have industrial relations negotiations and perhaps even the change of New Zealand Government and its mandate of equality and social justice. All of these factors, connected or not, have created a climate where nurses are finding their voice. Using this voice is empowering nurses to speak up.

Design, Implementation, and Outcomes of a Three-week Pharmacy Bridging Course

Objective. To evaluate the design, implementation, and outcomes of a three-week pharmacy bridging course (PBC) covering five math and science areas for first-year doctor of pharmacy students in fall 2015. Methods. Each topic was taught as a separate module. All five modules used pre- and post-module assessments to measure student knowledge and confidence. Course grades for subsequent first-year courses (PY1) were collected to examine relationships between PBC and PY1 courses. Results. Scores on the post-knowledge assessments increased for all five subject areas compared to scores on pre-PBC knowledge assessments. Student confidence also increased pre-/post- in applied mathematics, biostatistics, and organic chemistry. Students agreed that PBC enhanced their level of academic preparation and increased their motivation to continue in the program. PBC performance was strongly correlated with first-year grade point average. Conclusion. A bridging course is both feasible and effective for helping students prepare for and transition into a doctor of pharmacy degree program.

Predictors of first year retention rates at the university of the West Indies, Jamaica

This study examines first year retention rates of First degree entrants in the academic year 2014-15. Level of academic preparation was operationalized as pass/failure on the English Language Proficiency Test (ELPT) and matriculation status (normal/lower entry). Variables that were strong predictors of retention were scholarship status and matriculation status. Residential status proved to be statistically significant, while sex, total courses passed in high school, and English Language Proficiency status were statistically non-significant. Future studies need to examine retention of non-traditional students and predictor variables reflective of attribution theory and locus of control.

Examining College Opportunity Structures for Students of Color at High-“Minority,” High-Poverty Secondary Schools in Texas

This study conducts an intersectional analysis of two adjoined qualitative studies, reanalyzing the data using a college opportunity framework (González, Stoner, & Jovel, 2003) to examine how sources of social capital available within three high-“minority,” high-poverty high schools in Texas shape college opportunities for Latina/o and Black high school students. Findings indicate that counselors and teachers were sources of college information and support while advanced courses prepared students for college-level curriculum. However, these same support mechanisms often deterred students’ access to quality academic preparation and college information. The increased focus on state-mandated accountability measures at the schools also limited students’ level of academic preparation and college access. Additionally, state college access policies designed to increase the college participation of underrepresented groups effectively accomplished this policy intent, but these same policies influenced students’ college choice decisions.

The Influence of Precollege Access Programs on Postsecondary Enrollment and Persistence

Using a nationally representative longitudinal data-set, we examine the influence of precollege access programs on high school achievement, college preparation, postsecondary enrollment, and postsecondary persistence. Results do not show much difference in the level of academic preparation between participants and non-participants. However, precollege access program participants were more likely to learn about college opportunities by seeking information about college, applying to college, and receiving financial aid than similar non-participants were. However, although participants and similar non-participants enrolled in college and persisted for 1 year at about the same rates, fewer participants persisted in college for 2 years.

Differentiating the Workplace Needs of Nurses by Academic Preparation and Years in Nursing

Questions surrounding the optimal level of academic preparation for nurses entering the workforce appear to be nearing consensus. However, in most organizations, the existing nursing workforce includes nurses of various ages, amounts of experience, and levels of academic preparation. All nurses serve an important role in caring for patients. The objective of this study was to determine if differences in work environment perceptions exist for nurses with different levels of academic preparation but similar years of experience in nursing. Mean values of work environment perceptions were compared between associate degree nurses and bachelor of science nurses with equivalent years in clinical practice using univariate statistics. Bachelor of science nurses reported similar or more positive work environment perceptions across all levels of professional experience as compared with associate degree nurses. The largest difference in perceptions between the two groups was seen in nurses with more than 15 years of professional experience. In this group, bachelor of science nurses reported more positive perceptions of peer support, unit support, workload, and overall nursing satisfaction. Intent to stay was not different between the groups considered. The results of this study suggest that efforts to expand nurses' access to baccalaureate programs may have positive implications for professional nursing and the work environment.

A2: Element or Compound?

We use particulate questions to investigate the mental association between the concepts of molecule and compound in chemistry students with different levels of academic preparation. We focus our analysis on the answers that undergraduate and graduate students provided when asked to classify a substance such as A2 (represented in particulate form) as element, compound, or mixture. Our results indicate that a significant proportion of students misclassified molecular elements as chemical compounds. Surprisingly, the mental association between the concepts of molecule and compound was stronger in students with higher levels of preparation. Advanced students seemed to differentiate between elements and compounds using an alternative classification system based on molecular structure rather than on chemical composition. Even some chemistry faculty had working definitions of element and compound that did not match the definitions conventionally included in chemistry textbooks.

FROM THE EDITORS

FROM THE EDITORS

Perspectives of Latin American Nursing Professors and Leaders About Research Competencies Needed by Nurses with Different Levels of Academic Preparation

This article describes a study to identify perspectives of Latin American nursing professors and leaders about the research competencies needed by students with different levels of academic preparation (bachelor's, master's, and doctoral). The sample included 42 nurses from eight Latin American countries who wrote narrative comments on a questionnaire sent by e-mail. The responses were analyzed by a process of content analysis. The participants identified differences that should be emphasized in the different academic levels. The findings could be used to develop educational programs to prepare nurse researchers.

Pre-matriculation program at the University of South Florida College of Medicine.

Underrepresented-minority (URM) students at the University of South Florida College of Medicine increased from 4.9% to 10.5% of the total student body from 1991 to 1997. During that period it became clear that some majority and minority students had serious academic difficulties with the first-year curriculum and that a higher proportion of the minority matriculants had difficulties. In response, the college in 1997 created the Summer Pre-matriculation Program to reduce the number of first-year students who had academic difficulty. In the summer before they matriculate in the college, the students complete a six-week program of lectures, small-group discussions, compute-aided instruction, and laboratory instruction in biochemistry, human embryology, and gross anatomy. URM students, non-science majors, and students who have been away from the academic environment (e.g., pursuing medicine as a second career) are given priority for the 20 positions available each year. At the end of the first cohort's first medical school year, the academic performances of program participants and other students were compared, and it was clear that the program participants had performed as well as or slightly better than their counterparts in gross anatomy, biochemistry, and human embryology. Further, the program participants performed at or above the class average in medical school courses for which they had not had targeted instruction during the program. The College of Medicine is committed to diversifying its student body and realizes that diverse students bring varying levels of academic preparation as well as diversity in cultural and academic backgrounds. Concerted efforts such as the pre-matriculation program may be required to normalize the "playing field" at the very outset of medical school and to ensure that every matriculant has an equal opportunity to succeed.

Assessment of Learning Needs of Nurse Educators: Continuing Education Implications

Because of current structure, content, and outcomes of master's nursing curricula, administrators responsible for hiring nurse educators often have no choice but to employ clinical experts as teachers. This article reports on the results of an investigation designed to ascertain the self-reported learning needs of nurse educators in a southern state. This investigation confirmed that nurse educators have numerous learning needs specific to fulfillment of the nurse educator role. Findings suggest that learning needs differed according to the educator's level of academic preparation and type of employment setting. The results provide useful insights for individuals planning continuing educational offerings for nurse educators with varied backgrounds.

ETHICAL STANDARDS of the American Association for Counseling and Development (3rd Revision, AACD Governing Council, March 1988)

PREAMBLEThe Association is an educational, scientific, and professional organization whose members are dedicated to the enhancement of the worth, dignity, potential, and uniqueness of each individual and thus to the service of society.The Association recognizes that the role definitions and work settings of its members include a wide variety of academic disciplines, levels of academic preparation, and agency services. This diversity reflects the breadth of the Association's interest and influence. It also poses challenging complexities in efforts to set standards for the performance of members, desired requisite preparation or practice, and supporting social, legal, and ethical controls.The specification of ethical standards enables the Association to clarify to present and future members and to those served by members the nature of ethical responsibilities held in common by its members.The existence of such standards serves to stimulate greater concern by members for their own professional functioning and for the conduct of fellow professionals such as counselors, guidance and student personnel workers, and others in the helping professions. As the ethical code of the Association, this document establishes principles that define the ethical behavior of Association members. Additional ethical guidelines developed by the Association's Divisions for their specialty areas may further define a member's ethical behavior.

Winners and Losers: Physician Assistant Medication Orders

The task that has perhaps most preoccupied professional nursing is that of defining itself. Over the years nursing has developed in such a way that currently there is a vast disparate group of individuals, each of whom may properly be called “nurse” — ranging from the licensed practical nurse to the nurse who holds a doctoral degree, with at least four levels of academic preparation between. It is evident that this situation poses problems, not only for nursing but also, and more importantly, for health care consumers who are unable to establish realistic expectations as to the knowledge and skills of “nurses.”