Predictive validity of the personal background and preparation survey and effectiveness of targeted interventions among health science community college students

Existing data, collected from 1st-year students enrolled in a major Health Science Community College in the south central United States, for Fall 2010, Spring 2011, Fall 2011 and Spring 2012 semesters as part of the "Online Navigational Assessment Vehicle, Intervention Guidance, and Targeting of Risks (NAVIGATOR) for Undergraduate Minority Student Success" with CPHS approval number HSC-GEN-07-0158, was used for this thesis. The Personal Background and Preparation Survey (PBPS) and a two-question risk self-assessment subscale were administered to students during their 1st-year orientation. The PBPS total risk score, risk self-assessment total and overall scores, and Under Representative Minority Student (URMS) status were recorded. The purpose of this study is to evaluate and report the predictive validity of the indicators identified above for Adverse Academic Status Events (AASE) and Nonadvancement Adverse Academic Status Events (NAASE) as well as the effectiveness of interventions targeted using the PBPS among a diverse population of health science community college students. The predictive validity of the PBPS for AASE has previously been demonstrated among health science professions and graduate students (Johnson, Johnson, Kim, & McKee, 2009a; Johnson, Johnson, McKee, & Kim, 2009b). Data will be analyzed using binary logistic regression and correlation using SPSS 19 statistical package. Independent variables will include baseline- versus intervention-year treatments, PBPS, risk self-assessment, and URMS status. The dependent variables will be binary AASE and NAASE status. ^ The PBPS was the first reliable diagnostic and prescriptive instrument to establish documented predictive validity for student Adverse Academic Status Events (AASE) among students attending health science professional schools. These results extend the documented validity for the PBPS in predicting AASE to a health science community college student population. Results further demonstrated that interventions introduced using the PBPS were followed by approximately one-third reduction in the odds of Nonadvancement Adverse Academic Status Events (NAASE), controlling for URMS status and risk self-assessment scores. These results indicate interventions introduced using the PBPS may have potential to reduce AASE or attrition among URMS and nonURMS attending health science community colleges on a broader scale; positively impacting costs, shortages, and diversity of health science professionals.^

Towards the Consideration of the U.S. Community College Model to Address the Need for Higher Education Reforms in Ghana

ABSTRACT The higher education systems throughout the continent of Africa are undergoing unprecedented challenges and are considered in crisis. African countries, including Ghana, all have in common ties to their colonial legacy whereby they are confronted with weak policies put in place by their colonizers. Having gained their independence, Africans should now take responsibility for the task of reforming their higher education system. To date, nothing substantial has been accomplished, with serious implications for weakening and damaging the structures of the foundation of their educational systems. This qualitative, single case study utilized a postcolonial theory-critical pedagogy framework, providing guidance for coming to grips with the mindset posed by Ghana's colonial heritage in the postcolonial era, especially in terms of its damaging effects on Ghana's higher education system. The study explores alternative pathways for secondary school students to transition to tertiary education--a problematic transition that currently hinders open access to all and equality in educational opportunity, resulting in a tremendous pool of discontinued students. This transitional problem is directly related to Ghana's crisis in higher education with far reaching consequences. The alternative pathway considered in this study is an adaptation of the U.S. community college model or an integration of its applicable aspects into the current structures of the higher education system already in place. In-depth interviews were conducted with 5 Ghanaian professors teaching at community colleges in the United States, 5 Ghanaian professors teaching at universities in Ghana, and 2 educational consultants from the Ghanaian Ministry of Education. Based on their perspectives of the current state of Ghanaian higher education, analyzed in terms of pedagogy, structure/infrastructure, and curriculum, the participants provided their perceptions of salient aspects of the U.S. community college model that would be applicable to Ghana's situation, along with other recommendations. Access to all, including equality of educational opportunity, was considered essential, followed by adaptability, affordability, practicality, and quality of curriculum content and delivery. Canada's successful adaptation of the U.S. model was also discussed. Findings can help guide consideration of alternative pathways to higher education in Ghana and Africa as a whole.

Improving highway safety manpower: traffic engineering technician project at Lansing Community College.

National Highway Traffic Safety Administration, Washington, D.C.

College Board scores : their use and interpretation.

Prepared in cooperation with the Educational Testing Service.

The aging in a central Illinois community /

Includes bibliographical references.

Community college outcomes.

Mode of access: Internet.

An Economic impact analysis of proposed amendments to public water supply regulations pending before the Illinois Pollution Control Board, R85-14 : final report /

"August 1987."

Biennial report /

Cover title.

Curriculum data and characteristics for Illinois public junior colleges.

"Curriculum inventory and enrollment, instructional discipline unit cost, summary."

Outlook for the Illinois coal industry : report of the Illinois Coal Development Board.

"March 1992."

Outlook for the Illinois coal industry : report of the Illinois Coal Development Board.

Vol. for 1991 has outlook for 1995-2000.

The Illinois trustee.

Description based on: Vol. 4, no. 4 (Nov. 1980); title from caption.

Glen Oaks Community College, Centreville, Michigan, 1966-1971

[Conceptual Sketches], untitled. Brown ink sketches on two sides of shirt cardboard, with notation, "see also other side," 6x8 inches [from photographic copy by Lance Burgharrdt]

Glen Oaks Community College, Centreville, Michigan, 1966-1971

GB Sketch #26 [of Site Plan]. Black ink and colored pencil sketch on tracing paper, 12 x 24 1/2 inches [from photographic copy by Lance Burgharrdt]

Washtenaw Community College

4800 East Huron River Drive. Ann Abor, ichigan 48106. Telephone: 313-973-3300. Bring your family and friends to the 20th Birthday Celebration at Washtenaw Community College. Sunday October 20, 1985. 2:00-5:00 p.m.