Using Just in Time Data to Intervene with At-Risk Students

With increasing state and federal policy pressure to increase retention and graduation rates, academic affairs leaders seek metrics to track that predict student success. This report analyzes behavioral, academic, and financial indicators of student risk and suggests actions administrators can take to intervene with students who cross risk thresholds.

Universal Design in Higher Education

While colleges and universities increasingly draw upon the concept of Universal Design to create an ideal learning environment, it can be challenging to apply the concept practically in the classroom. This project explores innovative ways to incorporate Universal Design into campus architecture, classroom technology and curriculum development. Further, this brief describes different approaches used by universities to garner faculty interest and offer effective training in Universal Design.

Strategies for Communicating the Value of AACSB and SACS Accreditation

As institutions expand their distance education programs, administrators must formalize faculty workload expectations for the instruction of online and hybrid courses. This brief reviews faculty workload policies for both face-to-face and distance education courses at six mid-sized master’s institutions. Corresponding workload policies for service and research requirements are also examined. Enrollment capacities for online courses, as well as compensation for the instruction of online courses, are also discussed.

Managing Graduate Enrollments Graduate Enrollment Roles and Responsibilities

For the vast majority of colleges and universities, financial sustainability depends on maintaining or growing enrollment. Enrollment management discussions at the graduate level require a clear division of responsibilities among faculty and staff. This report examines how graduate school deans, enrollment management staff, and graduate program directors collaborate to meet enrollment goals.

New Faculty Orientation Welcome

It is a true pleasure to join Chancellor Perlman and Senior Vice Chancellor of Academic Affairs Couture in welcoming you to the University of Nebraska-Lincoln.

Annette Digby

Dr. Annette Digby has been an educator of various forms for over 30 years. She believes “we are all learners, and we are all teachers; every moment is a teachable moment.” She was a Lincoln University Professor of Education, Vice President of Academic Affairs and Provost. She facilitated the change needed to enhance support systems to promote teacher and student success. She also served as President of The Association of Teacher Education.

Hepatic IGF1 DNA methylation is influenced by gender but not by intrauterine growth restriction in the young lamb

Acknowledgements: The authors would like to thank Chaz Mein and Eva Wozniak at the Genome Centre, Queen Mary University of London, who were integral to the development of the DNA methylation assays and processing of samples. Financial Support: This work was supported by Wellbeing of Women (D.J.C., grant number RTF318) and the Scottish Government’s Rural and Environment Science and Analytical Services Division including the Strategic Partnership for Animal Science Excellence (J.M.W., R.P.A., J.S.M. and C.L.A.).

Lateral magma flow in mafic sill complexes

We benefitted from discussions with many Earth scientists in different disciplines over the years; we particularly thank Ken Thomson, Donny Hutton, Brian O’Driscoll, Mike Petronis, Ken McDermott, Derek Keir, Ben van Wyk de Vries, and Davie Brown for their insights. We thank Schlumberger for software and data provision, and Department of Communications, Energy, and Natural Resources (Petroleum Affairs Division) in Ireland, Geoscience Australia, and PGS (Petroleum Geo-Services) for provision of seismic data. This work was completed as part of Magee’s Junior Research Fellowship funded by Imperial College London. Muirhead acknowledges support from Fulbright New Zealand and the Ministry of Science and Innovation. We thank Shan de Silva for his editorial handling of the manuscript and Tyrone Rooney, Agust Gudmundsson, and Mattia Pistone for the time and effort they put in to their constructive reviews

Monitoring & evaluation of clinical services : meeting the JCAHO challenge.

"Department of Veterans Affairs"--Cover.

Does hope matter? The influence of dispositional hope on persistence in a developmental writing course

The purpose of this study was to determine hope’s unique role, if any, in predicting persistence in a developmental writing course. Perceived academic self-efficacy was also included as a variable of interest for comparison because self-efficacy has been more widely studied than hope in terms of its non-cognitive role in predicting academic outcomes. A significant body of research indicates that self-efficacy influences academic motivation to persist and academic performance. Hope, however, is an emerging psychological construct in the study of non-cognitive factors that influence college outcomes and warrants further exploration in higher education. This study examined the predictive value of hope and self-efficacy on persistence in a developmental writing course. The research sample was obtained from a community college in the southeastern United States. Participants were 238 students enrolled in developmental writing courses during their first year of college. Participants were given a questionnaire that included measures for perceived academic self-efficacy and hope. The self-efficacy scale asked participants to self-report on their beliefs about how they cope with different academic tasks in order to be successful. The hope scale asked students to self-report on their beliefs about their capability to initiate action towards a goal (“agency”) and create a plan to attain these goals (“pathways”). This study utilized a correlational research design. A statistical association was estimated between hope and self-efficacy as well as the unique variance contributed by each on course persistence. Correlational analysis confirmed a significant relationship between hope and perceived academic self-efficacy, and a Fisher’s z-transformation confirmed a stronger relationship between the agency component of hope and perceived academic self-efficacy than for the pathways component. A series of multinomial logistic regression analyses were conducted to assess if (a) perceived self-efficacy and hope predict course persistence, (b) hope independent of self-efficacy predicts course persistence, and (c) if including the interaction of perceived self-efficacy and hope predicts course persistence. It was found that hope was only significant independent of self-efficacy. Some implications for future research are drawn for those who lead and coordinate academic support initiatives in student and academic affairs.