Search Results (53)

Formal undergraduate research training programs are typically two years in length to support student development over time. However, some evidence suggests that many benefits of research participation can be achieved in a shorter duration, raising the question of whether shorter models can be as effective. This prospective study compared outcomes for two concurrent cohort-based research training models: a two-year Scholars Program and an accelerated one-year Fellows Program. The Fellows Program was designed for advanced students who joined the training program later than their peers for a variety of reasons. Both programs provided students with financial support, faculty-mentored research, a Learning Community, and other resources for professional development. The longer duration allowed Scholars to report significantly higher levels of research skills and produce more publications and professional presentations than Fellows by the end of their respective training programs. In contrast, the programs did not differ on graduation GPA, number of awards, or graduate school enrollment. Fellows also did not significantly differ from Scholars on psychosocial measures, including science/researcher identity, belongingness, cultural compatibility, family support, or time management. Findings suggest that a high-intensity, one-year model can deliver many broad academic and social benefits associated with the two-year model, while a longer two-year model provides students with more time and additional research opportunities to be more productive. We conclude that both types of programs should be available to best meet students’ needs and to make the most effective use of program resources. Full article

Students who disengage from high school often face academic, social, and relational barriers to re-enrollment and persistence. Alternative high schools designed for dropout recovery frequently seek to address these barriers through smaller school environments, flexible programming, and intensified adult support. This two-year qualitative case study explores how students at an urban alternative charter school describe their experiences of belonging and re-engagement after previously leaving school. Data were drawn from 47 semi-structured interviews with 14 students and 2 graduates (ages 18–21; 10 of 16 male) supplemented by school observations, staff focus groups, and school documents. Using a constant comparison approach to thematic analysis, the study examines how students described differences between their alternative charter high school and their previous schooling experiences, the extent to which they perceived a sense of belonging within the school community, and how they connected these experiences to their engagement and persistence in school. Participants frequently described feeling known, supported, and socially integrated, particularly through relationships with adults, relevant curriculum, vocational programming, and community service opportunities. Students often associated these experiences with increased motivation to attend school, greater academic confidence, and a stronger sense of educational purpose. Findings suggest that belonging-related experiences may play an important role in how students interpret their re-engagement in school, while also highlighting the importance of institutional structures that support relational connection in dropout recovery settings. Full article

Authentic learning is widely recognised as critical for graduate employability, yet embedding it across curricula presents challenges, including resourcing, time for redevelopment, and managing large-scale cultural change. Scalable approaches require pilot studies to explore how authentic learning principles can be implemented and scaffolded effectively. This paper presents a case study of an Australian university’s co-created ‘Authentic Learning Blueprint’, designed to embed industry/community engaged learning throughout the learner’s experience. Phase one involved a team of educators, drawing on insights from learners, and employer feedback to co-develop the Blueprint. The Blueprint allows learners to progress through scaffolded stages, Novice, Associate, and Emerging Practitioner, gaining discipline-specific and industry-ready skills through real-world project briefs and work-integrated learning experiences. The Blueprint distributes teaching and learning responsibilities across learners, educators, and industry/community in a three-way partnership model. Learning experiences were designed to reflect knowledge and skills relevant to professional practice. In phase two, the proof-of-concept was applied to two design units, one undergraduate and one postgraduate, and we tested acceptance and scalability, with positive student feedback. Phase three showcases how the Blueprint then informed curriculum redesign within the design school’s flagship course, including trials of ungraded assessment to further support authentic learning. The findings demonstrate that a co-created, scaffolded approach integrating industry-engaged experiences from enrolment to graduation can bridge the gap between academia and professional practice. This study contributes a practical framework for embedding authentic learning at scale, offering insights for institutions seeking to enhance employability through curriculum innovation. Full article

This study examines how parental legal status operates as a fundamental social determinant of health and educational equity, focusing on long-term outcomes among U.S.-born and foreign-born children of immigrants. We hypothesized that intergenerational stress and institutional exclusion associated with undocumented status would lead to lower educational attainment and poorer health. Using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), a nationally representative cohort, participants were classified by inferred parental legal status: native-born, documented immigrant, and undocumented immigrant. Outcomes included high school graduation, college enrollment, depression scores, and chronic health conditions. Children of undocumented parents exhibited the most adverse outcomes—lower graduation (63.8%) and college enrollment rates (39.9%), higher depression, and greater chronic illness. In models controlling for socioeconomic factors, parental undocumented status independently predicted reduced odds of college enrollment (OR = 0.61, p < 0.001) and increased odds of reporting fair/poor health (OR = 2.10, p < 0.001). Findings highlight legal precarity as a potent driver of intergenerational disadvantage and underscore the need for policies addressing the barriers faced by children in undocumented families to promote health and educational equity. Full article

Background/Objectives: This review aimed to explore the pathways of nursing and midwifery education in Tanzania and compare them with global perspectives. The goal was to identify similarities, differences, and areas for potential improvement to align with international standards. Methods: A narrative literature review was carried out through databases with published studies in nursing and gray literature. The database search included Medline, PubMed, Google Scholar, EBSCO, PsycINFO, clinical nursing, and gray literature from January 2014 up to December 2024. The search process was carried out by the authors with the following key words: admission, pathway to nursing profession, delivery mode, generative dynamic, and learning models. The search strategy included studies from selected countries in East Africa, Europe, North America, Australia, and Asia. The inclusion criteria were (1) published papers or reviews addressing the review topics; (2) studies published in the English language; (3) gray literature on the reviewed topics; (4) studies originating from Tanzania, East Africa, Europe, Asia, Australia, and North America. The selected countries served as a source for comparison of nursing and midwifery education in Tanzania with the globe. Results: A total of 758 articles were reviewed from the selected databases. Finally, 27 studies and 11 gray literature sources were included. In Tanzania, the overall duration of nursing education from primary education to a bachelor’s degree for diploma graduates is relatively long. Students complete approximately 14 years of schooling from primary education to the completion of a diploma, including three years at the diploma level. To enroll in a degree program, candidates are required to have two years of professional experience, followed by four years of academic training and a mandatory one-year internship. Globally, the duration of educational programs is generally decreasing due to generational shifts and advancements in technology. Conclusions: Whilst nursing and midwifery education is regulated in Tanzania, the current admission criteria and duration of the program do not align with the global standards. Future studies that provide the comparison of curriculums among universities in Tanzania with global standards would provide a deep understanding of the competencies, teaching models, learning environment, duration, and desired learning outcomes for nursing and midwifery education. Full article

Across the globe, as countries implement policies and programs to increase college enrollment of youth to increase their workforce outcomes, a recently implemented education policy in Texas instead centers the student in selecting career pathways right out of high school. This paper explores the relationship between career-focused graduation plans and workforce outcomes of the 40% of Texas public school youth who do not continue into higher education. Through access to a statewide, individual-level data repository, this research produces a thorough descriptive analysis of the workforce outcomes of high school graduates who do not continue into higher education and estimates relationships between workforce outcomes and career-focused high school graduation plans. Our findings indicate that early in their implementation, career-focused graduation plans demonstrate no relationship to workforce outcomes for high school graduates who do not continue into higher education. We further found a declining trend in workforce participation for youth with only a high school credential. In conclusion, we recommend revising current graduation pathways to reinstate the requirement for higher-level mathematics courses across all graduation plans, while also ensuring that every student has access to these advanced math opportunities during high school. Full article

Inequalities in enrollment in STEM persist for those entering higher education as first-generation college students, underserved racial and ethnic groups, female and nonbinary individuals, and those from lower socioeconomic backgrounds. The current study aims to better understand the relationship students have with graduate school success factors by redistributing the Graduate Student Success Survey+ (GSSS+) at an R2 institution in the southeastern United States. Exploratory factor analysis was used to test the survey’s validity, with 242 participants. A 7-factor, 40-item model was developed, comprising the following subscales: mentor support, peer support, imposter phenomenon, financial support, microaggressions (related to race and gender), access and opportunity (for research, writing, and presentations), and resilience. Item analysis identified perceived barriers (e.g., microaggressions, imposter phenomenon, and financial stress) for underserved students (i.e., females, underserved racial and ethnic groups, and part-time students). Regression analysis on resilience revealed a positive relationship with mentor support, peer support, and financial support. A negative relationship with resilience was associated with a greater perception of imposter phenomenon. Findings from this study underscore the need for additional support from mentors and other university entities to foster a stronger sense of resilience in students, along with increased opportunities for participation in research, academic writing, and publication. Full article

The process of secularization was long considered irreversible and characteristic of all contemporary culture. Nonetheless, more recent approaches view it as strictly linked to Western religiosity and in relation to a process of de-secularization and post-secular orientations regarding the sacred. For Romanian Orthodox theologians, secularization represents more of a trial than a danger. The current article presents the results of qualitative research regarding the religiosity of future graduates of Orthodox vocational theological high schools in Romania. The students enrolled in the research were asked to graphically represent God and briefly explain their drawings. The data were theoretically coded and compared with the canonical attributes of God as acknowledged by Orthodox theology. The results indicated the canonical correctness of students’ representations of divinity. Orthodox vocational high school education proves to be effective in imposing the Christian dogmatic line to the detriment of popular religiosity characterized by old pre-Christian beliefs and practices. Full article

Educational achievement plays a significant role in the labour market, benefiting individuals and society. Graduating from high school is a key step towards better employment opportunities and a prerequisite for higher education attainment. In 2023, only 22.5% of the Romanian population graduated tertiary education, while 16.6% left education or training early. The Romanian public high school network comprises 1558 units, mostly located in urban areas. The high school enrolment rate is 83.5% in urban areas, and it drops to less than 60% in rural areas, with the country registering the highest out-of-school rate in the EU for the 15-year-old population. Spatial accessibility may influence enrolment in high schools, particularly for students living in rural or remote areas, who often face financial challenges fuelled by long distances and limited transportation options. Hence, travel distance may represent a potential barrier to completing the educational process or may determine inequalities in educational opportunities and outcomes. This paper aims to assess the spatial accessibility of the public high school network in Romania by using distance data provided by the Open Street Map API (Application Programming Interface). We examine variations in spatial accessibility based on the distribution of high school units and road network characteristics considering three variables: travel distance to the nearest high school, the average distance to three different categories of high schools, and the number of high schools located within a 20 km buffer zone. The results highlight a significant urban–rural divide in the availability of public high school facilities, with 84.1% (n = 1311) located in urban areas while 49.1% of the high school-aged population lives in rural areas. Many rural communities lack adequate educational facilities, often having limited options for high school education. The findings also show that 32% of the high school-aged population has to travel more than 10 km to the nearest high school, and 7% has no high school options within a 20 km buffer zone. This study provides insights into the educational landscape in Romania, pointing out areas with limited access to high schools, which contributes to further inequalities in educational attainment. The findings may serve as a basis for developing policies and practices to bridge the urban–rural divide in educational opportunities and foster a more equitable and inclusive education system. Full article

A major aspect of transition of care is the patient handover, during which miscommunication can significantly cause medical error and harm in patient care. Few medical schools in the U.S. offer formalized instructions on patient handovers, with most medical students learning from interns and residents through unstructured teaching. The aim of this study was to assess the effectiveness of a patient handover curriculum we developed for fourth-year medical students to increase their confidence and skills. Graduating fourth-year medical students (N = 98) enrolled in a two-week Transition to Residency (TTR) course attended an interactive session on patient handovers. During this session, students were presented with the I-PASS (illness severity, patient summary, action items, situation awareness and contingency planning, synthesis by receiver) mnemonic, went over case vignettes, and practiced giving and receiving handovers with a partner using the I-PASS template. At the end of TTR, students participated in an OSCE (Objective Structured Clinical Exam) activity that consisted of two standardized patient cases on blood transfusion and informed consent. Overall, our students did well with including important information in their Patient Summary (P: Case Scenario 1 Mean Score 56%; Case Scenario 2 Mean Score: 68%) and Action List (A: Case Scenario 2 Mean Score; 78%; Case Scenario 2 Mean Score: 87%) in their simulated patient case scenario. Pre-and-post survey results also indicated a significant improvement on student level of confidence (agreed or strongly agreed) in giving a patient handover (Pre: 53.1%; Post: 93.6%, p < 0.001), in receiving a patient handover (Pre: 58.2%; Post: 92.5%, p < 0.001), and in knowing what pertinent information to include in a patient handover (Pre: 62.2%; Post: 89.4%, p < 0.001). This study underscores the importance of systematic and repeated patient handover education throughout medical school training. Full article

In this study, we explore characteristics of public-school districts in the state of Iowa (USA) that contribute to high school graduates’ postsecondary intentions classified as either a four-year university (public or private), a community college, professional training (identified as private two-year or other training), employment or military, or other (homemaker or unknown). To explore this topic, we utilize census, population-level data associated with all Iowa public school districts for a period of three academic years using a series of linear regression models. Findings emphasize the importance of the disciplinary climate in the overall climate of the district as an important factor that contributes to structuring students’ future intentions, with added nuance related to the total enrollment or size of the district. Full article

This entry describes high school science course taking in the United States (U.S.). High school science course taking refers to the selection, enrollment, and completion of science-related coursework during grades nine through twelve. It encompasses both the timing, quantity, and the rigor (or level of challenge) of science courses. Science course taking in high school includes both foundational or core courses like biology, chemistry, physics, and environmental science. Students may also take advanced science courses such as Advanced Placement (AP), (International Baccalaureate (IB), career and technical education (CTE) or applied, and dual credit or dual enrollment science courses. Some advanced courses meet core course requirements (e.g., AP Physics). This entry focuses on core science course taking, and the distinction between core or advanced core is beyond its scope. A discussion of CTE and dual credit or dual enrollment science course taking is also beyond the entry’s scope. The significant variability in core high school science course taking and historic unequal distribution of opportunities highlights the need for ongoing monitoring of factors influencing course taking to promote equity in access and outcomes. This entry presents a brief history of standards and graduation requirements surrounding high school science course taking, then briefly reviews science course pathways classifications and current trends in course enrollment and completion. A review of current trends in the context of historical developments can help the high school science education policy and practice field take stock of some of the factors that influence current patterns. The entry is written with a lens towards broadening participation in science, technology, engineering, and mathematics (STEM) fields and equity. Full article

The traditional graduate admission method is to evaluate students’ performance and interview results, but this method relies heavily on the subjective feelings of the evaluators, and these methods may not be able to comprehensively and objectively evaluate the qualifications and potential of the applicants. At present, artificial intelligence has played a key role in the reform of the education system, and the data processing function of artificial intelligence has greatly reduced the workload of screening work. Therefore, this study aims to optimize the graduate enrollment evaluation process by applying a new composite model, the random forest–improved sparrow search algorithm (RF–ISSA). The research used seven data sets including research, cumulative grade point average (CGPA), letter of recommendation (LOR), statement of purpose (SOP), university rating, TOEFL score, and graduate record examination (GRE) score, and carried out the necessary data pre-processing before the model construction. The experimental results show that the RMSE and R values of the composite model are 0.0543 and 0.9281, respectively. The predicted results of the model are very close to the actual data. In addition, the study found that the importance score of CGPA was significantly higher than other characteristics, and that this value has the most significant impact on the outcome of the graduate admissions assessment. Overall, this study shows that combining the integrated strategy sparrow search algorithm (ISSA) with hyperparameter optimization and focusing on the most influential features can significantly improve the predictive performance and applicability of graduate admissions models, providing a more scientific decision support tool for school admissions professionals. Full article

Graduate education holds the potential to stimulate personal growth in individuals that leads to economically viable career opportunities. First-generation college students, underrepresented minorities (URM), and females often face unique obstacles that can undermine their progress in graduate programs. These obstacles may be more pervasive in fields where these students have lower enrollment, such as STEM graduate programs. The Graduate Student Success Survey+ (GSSS+) was broadly distributed to a national population of graduate students in the United States, with a particular focus on seeking the participation of students from universities that serve first-generation, URM, and female graduate students, capturing both STEM and non-STEM programs. Exploratory and confirmatory factor analyses were used to test the survey’s validity and reliability, with 648 participants from 23 universities. A 7-factor, 40-item model was determined with the following subscales: mentor support, imposter phenomenon, financial support, microaggressions (race and gender), access and opportunity, resilience, and peer support. Item analysis revealed differences in students’ perceptions of their graduate school experiences based on gender identity, racial and ethnic groups, residency status, enrollment type, program type, and program area. Findings lead to recommendations related to financial support, mental health counseling, and access and opportunity, to enhance graduate student success. Full article

A deeper understanding of low-income and first-generation college student experiences is essential to advancing diversity and equity in higher education. Due to a significant gap in college enrollment and graduation rates for low-income and first-generation college students, specifically after COVID-19, it is important to identify factors affecting their success. The Upward Bound Math and Science (UBMS) Program at New Mexico Tech (NMT) supports high school students who are either first-generation college students and/or from low-income families to prepare them with the skills and motivation necessary to complete high school and enter and succeed in a program of postsecondary education. These students face unique challenges during their time at college. To identify the factors that affect the success of these students, we surveyed several of our UBMS program participants who chose to attend NMT after completing high school. All participants said support from UBMS staff was critical when starting college at NMT. Participants also mention building a support system with their fellow UBMS alumni to deal with the struggles that being at STEM-focused institutions brings. This study also resulted in several suggestions for faculty and staff members to improve academic outcomes for all students. Full article