First Generation College Students

This essay offers a fresh perspective on the life of Ashalchi Oki (Akilina Vekshina), the first-known Udmurt writer. Based on newly discovered archival documents, it illustrates the challenging path to higher education that became accessible to Russia's Indigenous peoples and women after the 1917 Revolution.

Introduction
Runoff and the rainfall-runoff relationship are one of the most fundamental research topics in hydrology. Due to the increasing trend of flood occurrence and the resulting damages, it is necessary to determine the flood-producing priority areas and prioritize the sub-watersheds in terms of flood control projects and integrated management of watersheds. The primary contributing areas in runoff generation and the affecting factors should be identified in a flood management project. Understanding the flood occurrence potential of watersheds can be useful in formulating different flood management plans, allocating necessary funds, water resources management, watershed management, and erosion control programs. Watershed Modeling System (WMS) as an integrated flood modeling software can simulate flood hydrographs considering the required parameters. Among the common runoff estimation methods, the SCS curve number method is the most common in estimating flood volume and flood runoff height. Land use changes as an important factor in the alteration of watershed hydrologic response can accelerate soil erosion and biodiversity loss. Land use change affects the curve number and consequently, discharge and flood hydrographs, as assessed in the current study.

Materials and Methods
The Khiavchai Watershed, with an area of about 134 km2 has been chosen as the study area. The annual rainfall of the study area is 343.8 mm. Toward the hydrologic modeling in the study area, the slope map of the watershed has been derived from the DEM of the study area using the ArcMap software. The maximum daily rainfall of 11 rating gauge stations has been obtained and the raw data has been processed using a common statistical test to check the data quality and homogeneity of SPSS software. The maximum 24-h rainfall data were analyzed using Easy Fit software to select the best statistical distribution. The 3-parameter Pearson distribution (as the best probability distribution function), has been used to calculate the rainfall values in 2 to 100-year return periods. The maximum daily rainfall values were entered into the ArcGIS software and the spatial distribution mapping was done using the IDW method. The average maximum daily precipitation with different return periods was converted to 6-h precipitation. The SCS and WMO rainfall patterns were compared in the study area, and the WMO rainfall patterns were selected as the appropriate input for the model. The maximum annual instantaneous discharge values have been used in estimating the flood discharge in 2, 5, 10, 25, 50, and 100-year return periods using EasyFit software. The input model parameters (slope map, slope direction, curve number, and soil hydrological group) were prepared in ArcGIS and Arc-Hydro software.

Results and Discussion
The results showed that the maximum flood discharge increases intensely with an increase in the return period. The average CN value of the basin was obtained at 76, the initial loss coefficient was obtained at 0.202, and the STRTL value was obtained at 16.203. According to the increasing curve number values, the infiltration time and the time to reach the peak are reduced. Therefore, by increasing the curve number by 5, 15, and 25%, respectively, the time to reach the peak is 240, 180, and 135 min, and the base time of the hydrograph has decreased by 1035, 885, and 750 min. Meanwhile, the peak value of the simulated flood hydrograph has increased from 1.74 to 6.466, 27.491, and 109.694 m3 s-1. With an increase of 25% curve number, the peak discharge in the return period of 10, 25, 50, and 100 years has increased to 13, 9, 7.5, and 6.3, respectively. The results show that the effect of changes in curve number values on the flood discharge, in the low return period is much more than the high return period. So in the return period of 100 years with 25% changes in curve number, the peak flood discharge value is 6.38 times in the 2-year return period. The results indicate that the least change in the type of land use (in order to reduce permeability) causes a considerable increase in flood discharge in the region.

Conclusion
The effects of changes in CN values have been assessed in the current research in a modeling framework to estimate the flood hydrograph components. Comparison of the estimated flood hydrograph components against observation values has been evaluated using relative error and root mean square error. The values of these statistical indices were obtained with the least error related to the 3-parameter lognormal distribution of about 10.32% and 8.68 m3 s-1. By comparing the results of the maximum flood analysis and the WMS model, it can be concluded that the simulated data are consistent with the observed flood records in the Pole-Solatani river gauge station located at the outlet of the Khiavchai Watershed.

Dovetailing with other research in this FACE publication, this chapter explores a hitherto overlooked perspective; how first-generation scholars (first-gens) themselves think about and engage with the first-gen. category. Using insights from semi-structured interviews with twenty-one first-gens studying at an elite British university, this chapter considers the need for a category to describe educational disadvantage, how and when first-gens first encounter the category itself and problems arising; how they relate first-gen. status to social class and finally what works about the first-gen. category. It finds that there is considerable complexity and diversity of individuals in the first-gen. category and how they engage with it. It concludes that a modified 'first-gen. plus' label can offer a suitable, broad and effective means through which targeted interventions around academic and social support can help engender belonging and nurture academic success in what many first-gens experience as an essentially hostile 'elite' Higher Education (HE) environment.

We examine exclusion and the persistence of STEM disparities for underrepresented minority (URM) students at one diverse college campus, a prestigious Minority Serving Institution (MSI). We draw on in-depth interviews with 28 class-and ethnoracially diverse children of immigrants to examine how they navigated their first year in biology. Our analysis reveals three types of students who differ in STEM capital: (1) STEM-thrivers, who inhabit a ''bio-bubble''; (2) STEM-adapters, who straddle STEM-dominant and non-STEM-dominant peers; and (3) STEM-disconnected, who struggle in silence. We explain how this STEM capital typology is racially inflected, informed by both immigrant class origin and high school segregation. We call attention to social dynamics associated with STEM capital, the forms of exclusion encountered by URM students, and how universities, including MSIs, can reinforce STEM disparities that result in social reproduction.

was born and raised in McAllen, TX. He speaks about how his family was one of the founding families in McAllen and started as a land clearing business. Mr. Guerra said both sides of his family came from different socioeconomic classes but each side was hardworking. He worked at a small convienience store his family owned during the summer when he was about eight to ten years old. When he was in the eighth grade, his family moved to El Paso at the urging of doctors who said his bother would die if he did not move to a dryer climate. The family spent time between El Paso and Alburquerque to find a pulmonary specialist for him. He started working at the age of 16 at a gas station. His mother had a great influence on education for him and his siblings. Out of six children, five have degrees and he attributes his mother pushing them to attain their degrees. Mr. Guerra has a degree in Biological Sciences with a minor in Geology. A professor at UTEP suggested a pharmacutical representative job. After a few years and the birth of triplets with his wife, he was hired by Merck. He worked for E.F. Huton then worked for Paine Webber. He managed his own branch of Paine Webber before opening his own investment firm. He has spend 24 years in the business and said he maily learned from observation and making mistakes. His company now is called the Ruben E. Guerra Company, LLC. He explains how his company provides investment services to foundations, endowments, corporations and high net investors. His wife Susan and son Michael also work for his company. He speaks about how he was nervous to open his own firm and the obstacles he faced during his first years. He describes his charm and maturity as contributing factors for his success. He advises young entrepreneurs to always look for mentors. He also attributes being a member of the El Paso Chamber of Commerce as a contributing factor for his success.

THE PELL INSTITUTE for the Study of Opportunity in Higher Education THE PELL INSTITUTE for the Study of Opportunity in Higher Education The Pell Institute for the Study of Opportunity in Higher Education conducts and disseminates research and policy analysis to encourage policymakers, educators, and the public to improve educational opportunities and outcomes of low-income, first-generation, and disabled college students. The Pell Institute is the first research institute to specifically address the issues impacting educational opportunity for this growing population. A particular emphasis of the Pell Institute is on professional practice and development for efforts designed to encourage, support, and enhance educational opportunity for low-income, first-generation students.

This comparative analysis delves into the constructs of mattering, marginality, and sense of belonging among male and female teacher trainees within Colleges of Education in Ghana. Drawing upon established psychological frameworks, the study examines how perceptions of significance, inclusion, and acceptance vary between genders within the college environment. Through a descriptive survey design and rigorous data collection process, the study elucidates nuanced disparities in mattering and marginality experiences, particularly highlighting the heightened sense of marginalization reported by female trainees. However, contrary to some expectations, no significant gender differences were found in the sense of belonging among teacher trainees. These findings underscore the complex interplay of societal norms, institutional dynamics, and individual experiences shaping the educational landscape. By shedding light on these dynamics, the study advocates for targeted interventions to promote inclusivity, equity, and excellence within Ghana's teacher education system. Ultimately, fostering supportive environments and challenging gender norms are crucial steps toward creating a more inclusive educational experience for all trainees, thereby enhancing the quality and diversity of Ghana's future educators.

The liberal arts in US higher education are under pressure. The humanities and social sciences, in particular, have come under more scrutiny in recent years. These fields are losing students, resources, faculty, and their popular esteem. Growing wealth inequality and the uncertainty it produces, along with ideological movement toward the commercialization of higher education, work to undermine the efficacy of the liberal arts. In this essay, I develop the idea of syllabus-as-argument as a way to position the sociology classroom within this contemporary moment. Designing one's course as an argument operationalizes student learning, situates course content into the landscape of current events, and models the explanatory power of the social sciences. This approach offers an affirmative rationale for the utility and urgency of the liberal arts. Traditionally, the social science and humanities course is organized as a survey or an overview. Classes cover a collection of debates on a topic, a series of issues, or map the landscape of knowledge on a subject or a field. In this essay, I refer to this organizational model as syllabus-as-survey, which I contrast with what I call the syllabus-as-argument approach. The syllabus-as-survey is the default model of classroom structure and remains essentially unchanged since the ascendance of American higher education in the late 19th and early 20th centuries. 1 It persists in part because of the organization of higher education into disciplines and the programs of study that follow from them. Today's faculty were trained under this model without occasion to rethink it. We understand knowledge in terms of discrete fields, and we understand fields as aggregations of related ideas. This epistemology, therefore, holds up comprehensiveness as its measure of rigor. The "syllabus-as-argument" approach constitutes an alternative organizational logic for the sociology classroom. With this approach the instructor sets out to stake a claim, to marshal evidence, and to convince the student of the merits of a particular explanatory narrative. Convincingness, rather than comprehensiveness, therefore, 1 The Online Books Page at the University of Pennsylvania includes sociology syllabi from 1890 forward. In selectively reviewing these, they are consistently organized as surveys (see Ockerbloom, 2024).

First-generation students (FGS) are a population that has received increasing attention, but the term "first-generation student" has been inconsistently defined. Such inconsistency creates challenges not only for research, but for students themselves, many of whom may find they meet the FGS definition in one institutional context, but not another. In this study, we analyze how the term "first-generation student" is defined on the public websites of colleges and universities in the United States and Canada and discuss implications for students and academic libraries.

If a conflict in organization occurred then often it is very damaging and hamper the work with negative work involvement turned into grounds of a complaint. In a labour union, a conflict resolution is the subject of a complaint field by an employee to be resolved by procedures provided in the union. Such a conflict resolution may arise from an alleged violation of the collective bargaining agreement, or violations of law, such as workplace safety regulations. In the present study an effort has been made to recognize the cause and nature of conflict based on grievance mangement tactics of complaints. The findings of the study reveal that employees are satisfactory with most of welfare, medical, safety facility provided by the company. Company is giving benefits as per the various enactment of labour law but there is still scope for improvement, which will benefit both organization and the employees. The organization is recognizing the importance of satisfying the employees and relating them and efforts have become fruitful to enhance positive work culture.

This phenomenological study explores how males of color in South Los Angeles utilize Community Cultural Wealth (CCW) to navigate educational pathways from high school through community college and university. Grounded in Yosso’s (2005) CCW framework, which includes aspirational, linguistic, familial, social, navigational, and resistance capital, this study centers the voices of ten first-generation African American and Latino/Latinx males from low socioeconomic backgrounds. Using a mixed methods design, the research combined participant intake surveys, structured questionnaires, and semi-structured interviews to capture how these students persist in the face of systemic barriers. The qualitative data were analyzed using thematic analysis, while survey responses were used to triangulate findings and provide context on students’ perceptions of CCW in their academic journeys. The findings revealed that CCW functions as a critical tool for persistence and resilience. Participants described strong familial and community ties that provided emotional and instrumental support. Social and linguistic capital, through bilingualism and peer relationships, enhanced their ability to navigate complex systems. Aspirational capital remained high, and resistance capital was evident through participants’ engagement in redefining academic success on their terms. Institutional resources were often insufficient, but intergenerational mentorship—especially from community-based sources—emerged as a vital support mechanism. This study challenges deficit-based narratives by highlighting the strategic ways males of color activate their cultural wealth to overcome educational inequities. The findings underscore the need for asset-based, culturally responsive practices in higher education, particularly in community college settings. By uplifting the lived experiences of historically marginalized students, this research provides a roadmap for educators, policymakers, and community leaders to reimagine academic success through the lens of cultural wealth and community empowerment.

First-generation college students are less likely than continuing-generation students to reach graduation. Many colleges are working to bridge this divide; however, little is known about the physical health of first-generation students. As physical health is associated with academic success, it is important to understand the beliefs and behaviors underpinning the physical health of first-generation college students. The present study examined the relationship between a specific type of unhealthy belief, compensatory health beliefs (CHBs), and the health behaviors of college students, with a focus on eating practices. Participants were firstand continuing-generation students attending a liberal arts institution who completed an online questionnaire assessing CHBs, eating behaviors, and demographics. Higher levels of unhealthy CHBs predicted less healthy eating in first-generation students, but not continuinggeneration students. These findings suggest that first-generation students ar...

In this article, we discuss the influence of demographic characteristics upon students’ deeper life interactions with peers, faculty, and staff within the context of residential learning communities. When examining student demographic characteristics, we found that Students of Color and first-generation students have lower satisfaction with deeper life interactions with peers, but sophomores, juniors, or seniors had higher satisfaction with deeper life interactions with peers. Students did not differ on their deeper life interactions with faculty based on students’ demographic characteristics. We discuss further the implications of the findings for student engagement and academic success across diverse populations and offer recommendations for maximizing the positive impact of residential learning communities on efforts to promote inclusive excellence. The article concludes with a series of recommendations for current practice and future research focused specifically on how differen...

The purpose of this qualitative case study is an exploratory study to examine what contributes to the failure of the persistence of non-residential single-parents pursuing a college degree. The participants of this study included ten non-residential single-parent students between the ages of 21 and 50. The site of the interviews was in the Community Assistance Agency located in central Virginia. The theoretical framework guiding this study includes both the Student Integration Model Theory by Vincent Tinto (1975) and the Human Capital Theory by Theodore Schultz (1961). This framework provides a connection that explains the obstacles that exist for non-residential single-parents pursuing a college degree, as well as identifies possible solutions that address the issues involved in the pursuit of a college degree for these parents. The following research questions guided this study: What factors contribute to the failure of a single-parent to persist in higher education? How does acad...

This case study highlights the experiences of student veterans transferring from 2-year community colleges to the University of Southern California. Transitioning from a military culture to an environment of higher education is an experience that is both unique and often misunderstood. The increase in returning veterans requires institutions of higher learning to identify these students’ needs and enhance the transfer experience through programming, access to resources, and campus-wide training. Six student veterans and three staff members at USC were interviewed, focusing on how transfer student veterans describe their support from student services programs and how these programs support student veterans toward persistence and student engagement. All six student participants agreed on the value of engaging and interacting with others whose knowledge and experiences have proven successful in their transfer experiences. Additional findings note the university’s need to be active and intentional in providing educational opportunities for faculty and staff members to better understand the veteran’s experiences and needs. Lastly, an emerging theme in staff interviews suggests a deeper evaluation of USC’s policies aimed at designing services to promote student engagement, community partnerships, and career opportunities post-graduation.

This case study highlights the experiences of student veterans transferring from 2-year community colleges to the University of Southern California. Transitioning from a military culture to an environment of higher education is an experience that is both unique and often misunderstood. The increase in returning veterans requires institutions of higher learning to identify these students' needs and enhance the transfer experience through programming, access to resources, and campus-wide training. Six student veterans and three staff members at USC were interviewed, focusing on how transfer student veterans describe their support from student services programs and how these programs support student veterans toward persistence and student engagement. All six student participants agreed on the value of engaging and interacting with others whose knowledge and experiences have proven successful in their transfer experiences. Additional findings note the university's need to be active and intentional in providing educational opportunities for faculty and staff members to better understand the veteran's experiences and needs. Lastly, an emerging theme in staff interviews suggests a deeper evaluation of USC's policies aimed at designing services to promote student engagement, community partnerships, and career opportunities post-graduation.

Institutions increasingly use first-generation categorizations to provide support to students. In this study, we sought to understand how students make meaning of their first-generation status by conducting a series of focus groups with 54 participants. Our findings reveal that students saw first-generation status as an organizational and familial identity rather than social identities. This status was connected to alterity and social distance that was most salient in comparison to continuing-generation peers. Our recommendations include reexamining the role of first-generation-specific programming on campus, creating opportunities for meaning-making, supporting students within changing family dynamics, and exploring the interaction between first-generation status and other marginalized identities.

The utilisation of artificial intelligence (AI) in the field of education has witnessed a notable surge in recent years, with growth of technology. This increase has given rise to a number of ethical issues. This study will provide a comprehensive examination of the ethical implications of AI in education. A bibliometric analysis of studies conducted in this field will be conducted through the analysis of existing studies in the literature. The bibliometric analysis allows for the numerical analysis of the relationships between the keywords identified in the study and studies conducted on the intersection of AI and ethics in education. It also accesses and evaluates data such as the number of publications in this field, countries, authors, publication years, citation counts, and keywords. The data obtained provide insight into the evolution of the discourse on the ethical implications of AI in education within academic literature. The findings of this study indicate that a crucial step in the development of AI applications in education is to establish a clear ethical framework.

This document discuss, Module as a form of self-instructional tool, It defines self-instruction as self-contained instructional activities that allow learners to progress. It enables the learner to have a control over his learning and accepts greater responsibility for learning. In Modular approach, all the capabilities required to perform are closely interrelated: sets of assignment are grouped together e.g. capabilities required to manage a company brand, include generation of the structure of the organizations portfolio of brands, sub-brands, brand extension, products and services structured. All these can be grouped together and is called as brand architecture. Modules can be developed separately for each of interrelated activities. The major cause of module's use is that it cares for well established conditions of learning along with flexibility in implementation.

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions," edited by Beth Buyserie and Travis N. Thurston, is a crucial and timely contribution to the ongoing conversation about AI's impact on education. This book thoroughly explores the opportunities and challenges that AI technologies introduce to both traditional and online classroom environments. This in-depth volume explores the diverse impact of AI on educational practices, offering insights into how these technologies can enhance learning experiences and pedagogical strategies. The editors, Buyserie and Thurston, have curated a collection of essays and studies highlighting AI's transformative potential in personalizing learning, automating administrative tasks, and offering real-time feedback to students.

First-generation, low-income (FGLI) scholars pursuing a graduate degree or career in classics, archaeology, and related fields often suffer from imposter syndrome and significant financial insecurity that can negatively impact academic performance and mental health. In this workshop, we sought to raise awareness of the FGLI experience in this field and offer advice and communal support to members of this growing community. Featuring panelists with a range of perspectives and experiences, this workshop addressed the challenges encountered by FGLI scholars at various stages of their careers.

English stands as the most extensively spoken language globally, serving as a prominent international lingua franca. The language is Indo-European, which originated from the languages of the Germanic tribes Angles, Saxons, and Jutes. English gained this position in the world with the significant change in seven distinctive historical phases, including early ancient English (before the 5 th century), Anglo-Saxon or ancient English (lasted around the 5 th century to the 9 th century), post-ancient English (from the 9 th century to the 12 th century), Middle English (from the 12 th century to the 15 th century), Pre-Contemporary English (from the 15 th century to the mid-18 th century), Contemporary English (from the mid-18 th century to the 20 th century), and Post-Contemporary English (from the 20 th century to the present). The purpose of writing this paper is to assist in the analysis of how the English language has developed in Bangladesh. There are two or more senses of the word 'development'. This paper is going to be discussed in two different aspects of the word 'development' in two different parts: the first part is about the growth and the arrival history of the English language, while the second part discusses its enhancement and significance, where growth refers to how the English language came to Bangladesh and was developed through the British era, the Pakistan era, and the current independent status, and improvement refers to how the English language will be more exoteric and effective in Bangladesh. As the history and tradition regarding the English language are rich, English society and the language have a single supremacy in the management of the world. Therefore, it is not possible to improve the global market by disrupting the improvement concerning the English language. So, there is no other option to developing the English language to keep pace with the world.In this discussion paper, the above two important points are presented.

Accountability in higher education promotes measurable outcomes considered indicative of performance, productivity, and quality. One prominent measure in evaluating baccalaureate programs is the proportion of graduates continuing to the graduate level. This study combined a wellestablished follow-up program, which includes education enrollment data at all levels of in-state public institutions in Florida, with the EdEvaluator program of the National Student Clearinghouse, which captures approximately 91% of higher education enrollment nationwide, to track graduates continuing their education in other states or at instate private institutions. The study examined baccalaureate graduates' enrollment behaviors by comparing characteristics and patterns of students continuing their education in-state and out-of-state. Of the state's 34,964 baccalaureate graduates, 11,287 continued their education following graduation, and 7,222 of these continued their education in-state. Graduates from some engineering, life sciences, and physical sciences programs were more likely than those in most disciplines to continue their education out-of-state. (Contains 9 tables and 17 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. kr) IO cNI Li) co PilIcA Uo® M@HCA&ID ggH6®Eq ©0@glIThgh©Mg® 6V,Ehl.RqC1G' q19 PC,

This opinion piece challenges common beliefs about how technology and media negatively affect children. The author, based on his experience raising his son, argues that early, guided exposure to technology can be beneficial. It refutes myths like that screen time is inherently harmful or that strict parental control is the only solution. Instead, it emphasizes the importance of parental involvement, teaching critical thinking, and fostering children's passion and creativity through technology. The author suggests that, with proper guidance, children can take advantage of technology to learn, express themselves, and develop holistically.

This qualitative case study identifies the systemic and explicit barriers that impede the progression from high school to college for first-generation college students (FGCS) at a Small Catholic Secondary School in Cincinnati, Ohio. Evidence indicates that FGCS experience more barriers in progressing from high school to college than their non-FGCS peers. The systemic barriers include the non-cognitive variables of class, culture, race, and ethnicity. The explicit barriers are a lower rate of self-confidence, higher rates of unpreparedness, social stress, the lack of institutionalized cultural capital, and the lack of familial emotional and financial support that impact the FGCS. Findings from the FGCS survey and the post-survey interviews indicate that understanding what these barriers are and the impact of these barriers will assist in developing programs to increase the progression rates from high school to college for the FGCS.

En este estudio se investigará la información disponible sobre la discapacidad visual para comprender el proceso de aprendizaje de matemáticas en estudiantes con ceguera o baja visión que cursan en Escuelas. Se analizarán los medios que utilizan, sus dificultades, así como los desarrollos actuales en TIC y las diferentes vías de posibles desarrollos que puedan servir de guía para estos estudiantes y sus docentes, convirtiéndose en un medio de enseñanza/aprendizaje. Tras el análisis, se concluirá con la programación de un prototipo de aplicación móvil que, utilizando la voz y los sensores de la pantalla táctil de un teléfono celular, permita a las personas con ceguera o baja visión realizar figuras geométricas con la yema de sus dedos. Actualmente, se está desarrollando la integración de un modelo de inteligencia artificial para que el alumno pueda elegir la figura geométrica a dibujar y, dentro del entorno virtual, obtener respuestas a preguntas relacionadas con las matemáticas, simulando la presencia de un tutor que lo acompañe en su aprendizaje. Además, se planea agregar nuevas funciones como la realización de cálculos matemáticos de forma asistida.

The current study extends prior research conducted six months ago to address equitable access to Artificial Intelligence (AI) tools for minority groups involved in STEM education and workforce preparation. This extension reinforces the importance of inclusive access and broadens the focus to examine the challenges and opportunities of emerging AI technologies from 2020 to 2024. The main objective is to explore how these tools can bridge the disparities that underrepresented minorities face, thereby fostering inclusion in the evolving STEM workforce. This study's fundamental research question is: "How can equitable access to AI tools be ensured for minority students while preparing them for the STEM workforce?"'

The digital divide in higher education, particularly regarding artificial intelligence (AI) tools and technologies, poses significant challenges for minority and first-generation college students in the United States. Our study examines disparities in access and preparedness for AI-related education and explores the broader implications for STEM workforce development. Through a bibliometric analysis and systematic literature review, we reveal pronounced differences between dominant cultural groups and minority students in accessing AI tools and resources. Although current curricular reforms are integrating AI and advanced technologies, our findings indicate that these initiatives frequently overlook the unique barriers minority students face. We conclude by discussing the transformative potential of transdisciplinary approaches and community-based, inclusive policy reforms, which can bridge the digital divide and foster equitable opportunities in AI education and STEM workforce preparation.

While some stakeholders presume that studying abroad distracts students from efficient pursuit of their programs of study, others regard education abroad as a high impact practice that fosters student engagement and hence college completion. The Consortium for Analysis of Student Success through International Education (CASSIE), compiled semester-by-semester records from 221,981 students across 35 institutions. Of those students, 30,549 had studied abroad. Using nearest-neighbor matching techniques that accounted for a myriad of potentially confounding variables along with matching on institution, the analysis found positive impacts of education abroad on graduation within 4 and 6 years and on cumulative GPA at graduation. A very small increase in credit hours earned emerged, counterbalanced by a small decrease in time-to-degree associated with studying abroad. Overall, the results warrant conclusions that studying abroad does not impede timely graduation. To the contrary, encouraging students to study abroad promotes college completion. These results held similarly for students who had multiple study abroad experiences, and who have studied abroad for varying program lengths.

The impact of rising student debt, the cost of attending college and the value of the degree or certificate received at completion continues to be a critical focus for higher education leaders. Research has consistently demonstrated that financial related difficulties can create barriers for student college completion. To help understand this issue as it impacts Utah students, this study examines how students pay for their basic tuition and fees for an academic year (Fall & Spring semesters). Of all USHE undergraduate students, 21.5% percent (with less than 30 attempted hours) had 100% of base tuition and fees covered by grant aid. This number increases to 33.3% for students who attempted 30 or more credits during the academic year (table ).

Empirical research indicates that the incidence and prevalence of mental illness is higher among Mexican Americans than Non-Latino Whites . However, a review of the utilization literature suggests that Mexican Americans, in general, are markedly underrepresented in the use of mental health care facilities and are significantly less likely to seek professional psychological services than

Between the fall of 2009 and 2019, total postsecondary
ins tu on enrollment in the United States decreased by 5%,
and for those students who do enroll in college, many who
lack clear career objec ves drop out, making the U.S. the
na on with the highest college dropout rate in the
industrialized world. Students’ academic aspira ons and
career certainty have been shown to impact college
outcomes. However, the impact of career uncertainty and
academic aspira ons on students’ college outcomes has not
been studied na onally. Using binomial regression analyses
and a na onally representa ve sample (N = 23,503) of high
school students, we inves gated the impact of high school
students’ career uncertainty and academic aspira ons on
their college outcomes. Findings indicate that academic
aspira ons were a significant predictor of students’ college
applica on, enrollment, a endance, and major decision
status. Career uncertainty was a significant predictor of
students’ college enrollment status. We discuss implica ons
for prac ce and future research.

Persistence of At-Risk Students
in a Developmental Reading Course
Developmental programs exist throughout
postsecondary education institutions. The
CHANCE program at Northern Illinois
University targets the needs of inner city
students to support them in becoming successful
college students. This study sought to under-
stand the reasons that CHANCE students
who had failed a required reading course
returned to the university and succeeded in
passing the course the second time. The study
revealed three major themes in the students’
decisions to return and continue their
education: personal motivation, role of the
mentor, and the role of the instructor.

Loyola University Chicago (LUC) is a Jesuit university with a mission to prepare students to “set the world on fire” by promoting justice in the world. Led by its School of Education, LUC has worked to engage this mission in its emerging work with public school partners guided by core principles of mutual benefit among partners, place-based engagement within our communities, and a focus on sustainable relationships. While serving others represents the genotype of our 150-year-old Jesuit university and community and civic engagement represents its phenotype, the last ten years has seen change in the university’s phenotype through dramatic growth in both the strategic approach of its place-based engagement commitments and its direct work among multiple community schools. In 2011, the School of Education engineered a radical overhaul of its teacher preparation program moving from a traditional approach to teacher education that was campus- and text-based to a field-based apprenticeship...

By facilitating greater accessibility, equity, and collaboration in education, open educational resources are essential to the development of a knowledge society. Access to information and the capacity to produce, disseminate, and use knowledge are essential components of social and economic advancement in a knowledge society. Key facilitators of this process are open educational resources, such as lecture notes, videos, textbooks, and other learning materials that are freely accessible for use, alteration, and distribution The meaning of open education has changed over time and is currently interpreted differently. Massive open online courses, open educational resources, and open universities are the three primary forms of open education. While they all seek to broaden access to education, they do so in different ways. Citation analysis is used to examine the landscape of open education and finds limited cross-fertilization among the various fields. To tackle this, a conceptual model is put forth, and the findings of an international survey are utilized to examine how various establishments are taking advantage of openness to broaden access. The author concludes that, if institutions can put together approaches for increased access specific to their setting, the various interpretations of open education can be seen as advantageous.