Relevant bibliographies by topics / College attendance – Texas – Tomball

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Academic literature on the topic 'College attendance – Texas – Tomball'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "College attendance – Texas – Tomball"

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Cejda, Brent D., and Matt Short. "Influencing the College Attendance Rates of Hispanics in Texas." Community College Journal of Research and Practice 32, no. 4-6 (2008): 347–61. http://dx.doi.org/10.1080/10668920701884455.

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Weiher, Gregory R., Christina Hughes, Noah Kaplan, and Joseph Y. Howard. "Hispanic College Attendance and the State of Texas GEAR UP Program." Review of Policy Research 23, no. 5 (2006): 1035–51. http://dx.doi.org/10.1111/j.1541-1338.2006.00248.x.

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Rajagopal, Abbhirami, Abiodun Oluyomi, Acara E. Turner, et al. "Third Annual Summer Research Summit on Health Equity Organized by the Center of Excellence in Health Equity, Training and Research, Baylor College of Medicine, Houston, Texas 77030, USA on June 9, 2020." International Journal of Maternal and Child Health and AIDS (IJMA) 9, no. 3s (2020): S1–45. http://dx.doi.org/10.21106/ijma.431.

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This year’s summit was unique given the COVID-19 pandemic: a major global outbreak that has imposed severe restrictions in all aspects of our life. At the outset, we were faced with three mutually exclusive options. First option was to cancel the summit in its entirety: this was the easiest and most obvious choice once the COVID-19 pandemic forced a near total lockdown all over the country with unprecedented disruptions of normal daily activities as the disease announced its thunderous touchdown on United States (US) soil. It was also the most-logical response faced with uncertainty regarding summit logistics and expected poor attendance due to the raging pandemic. Second option was to conduct a digital summit restricted to local audiences at Baylor College of Medicine: this option entailed implementing a virtual summit with attendance restricted to participants from our institution only. It sounded like a reasonable choice but that would impede the presence of diversity of topics, perspectives, insights and experiential learning opportunities, which are what render the summit exciting and worth attending. And finally, the last option was to conduct a digital unrestricted summit open to all interested audiences throughout the US. The conduct of a virtual summit open to all participants from around the country was initially considered daunting given the likelihood of amplified technical problems associated with an array of internet access differentials around the country, which would require a strong Information Technology (IT) presence throughout the sessions. Nonetheless, the attractiveness of going national with a virtual summit, despite the pandemic and logistical challenges, slowly gained converts and became the dominant choice. The response and level of participation in this first virtual summit showed an unanticipated surge despite the increase in registration fees to cover IT costs. This year, we had attendees from all regions of the US as well as from the United Kingdom. The range of topics was quite diverse encompassing health disparities in relation to cancers, nutrition, musculo-skeletal disorders, amputation rates, vaccination uptakes and COVID-19 infections. Various solutions were passionately presented to address these disparities including novel health technologies, community engagement and partnerships, improvement in health literacy and alternative therapeutics. There were no hitches despite the complex breakout sessions, and above all, attendees were satisfied and offered outstanding evaluation scores. This was definitely a summit that metamorphosed from pessimism to a triumphant success!
 
 Copyright © 2020 Salihu et al. Published by Global Health and Education Projects, Inc. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0)which permits unre-stricted use, distribution, and reproduction in any medium, provided the original work, first published in this journal, is properly cited.
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Anjali, Anjali, and Manisha Sabharwal. "Perceived Barriers of Young Adults for Participation in Physical Activity." Current Research in Nutrition and Food Science Journal 6, no. 2 (2018): 437–49. http://dx.doi.org/10.12944/crnfsj.6.2.18.

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This study aimed to explore the perceived barriers to physical activity among college students Study Design: Qualitative research design Eight focus group discussions on 67 college students aged 18-24 years (48 females, 19 males) was conducted on College premises. Data were analysed using inductive approach. Participants identified a number of obstacles to physical activity. Perceived barriers emerged from the analysis of the data addressed the different dimensions of the socio-ecological framework. The result indicated that the young adults perceived substantial amount of personal, social and environmental factors as barriers such as time constraint, tiredness, stress, family control, safety issues and much more. Understanding the barriers and overcoming the barriers at this stage will be valuable. Health professionals and researchers can use this information to design and implement interventions, strategies and policies to promote the participation in physical activity. This further can help the students to deal with those barriers and can help to instil the habit of regular physical activity in the later adult years.
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Dissertations / Theses on the topic "College attendance – Texas – Tomball"

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Sparkman, Lila Gillis. "Comparison of Reasons for University Attendance Between Traditional and Non-Traditional Female Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277742/.

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Young, Robert Joseph. "An examination of factors influencing retention of developmental education students at selected Texas community colleges /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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3

Escamilla, Mark Steven. "Factors affecting African-American, Anglo and Hispanic first-generation community college students, who have persisted and graduated from four-year institutions between 1990 and 2000 in Texas." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3031049.

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Saxon, Randall J. "An Assessment of the Use of Student Price Response Models to Predict Changes in Undergraduate Enrollment at a Metropolitan University." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4653/.

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Most colleges and universities invest substantial resources in an effort to strategically plan for a sound financial base. The revenue for the financial base is dependent on student enrollment that must be effectively managed. Increases in the price of tuition and fees can lead to decreased enrollment and negatively impact the revenue of an institution. The increases can also impact the enrollment of certain student populations such as minority students and high school graduates enrolling in college for the first time. Many studies have analyzed the price elasticity and student price response models that have been developed over time by reviewing historical price increases and enrollment across institutions. Few studies have used the models to predict changes in the enrollment of students for one college or university after the increases in the cost of attendance are imposed on students. This study sought to analyze the effectiveness of the most commonly reviewed student price response and price elasticity models in predicting changes in undergraduate enrollment at one metropolitan academic university. The three models introduced by Leslie and Brinkman, St. John and Heller were used to analyze the tuition and fee increases and to identify the likely percentage of increase or decrease in student enrollment at the University of North Texas for the fall 2004 semester. The study predicted the change in undergraduate enrollment among Caucasian, Hispanic, African American and Asian student populations. The price elasticity among full-time students, part-time students, undergraduate transfer students and new from high school students entering the University of North Texas were also analyzed in the research study. The results of the study found the student price response developed by Heller accurately predicted decreases in enrollment among first-time undergraduate students, continuing undergraduate students and undergraduate Caucasian students. The model introduced by Heller accurately predicted increases in enrollment among first-time Asian undergraduate students, first-time African American undergraduate students, continuing Asian undergraduate students and continuing African American undergraduate students. The study found an inelastic demand to price elasticity among full-time and part-time students and undergraduate transfer students. New from high school students were found to have an elastic demand to price elasticity.
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Whitt, Jerry W. "A Study of College Selection Criteria as Applied to Three Small Rural Community Colleges in North Texas." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332106/.

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The purposes of this study were to identify criteria which influence students' decisions to attend specific colleges and to determine whether different groups of students use similar criteria. The following groups were compared: white students and minority students, males and females, older students and younger students, university-bound students and vocational students, and full-time students and part-time students. The sample used for this study was taken from the students enrolled in freshman English classes at Vernon Regional Junior College, Clarendon College, and Grayson County College. Approximately 100 students at each college were selected to participate in the study. Each student in the study received instruction, provided demographic information, and completed a two-part survey. The survey asked respondents to evaluate each of twenty items on a Likert-type scale. The data provided were compiled and organized into groups by a data base computer program. Data obtained from specific groups of respondents were compared, first through an examination of means, then through a chi-square test of independence. It was determined that the most important college selection criteria to these respondents were the cost of attendance, the availability of specific programs, the size of the college, the size of individual classes, the location of the school, and the availability of financial aid. Further, the research revealed that two comparison groups differed significantly in their choices of important college selection criteria. Younger students appeared to use different selection criteria than their older counterparts, and vocational students differed from university-bound students in their choice of criteria.
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Washington, Latanya. "It's a Different World: Gender Variations in the Satisfaction of African American College Students." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5487/.

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The purpose of this research study was to explore gender variances in the satisfaction levels of African American students at UNT toward the goal of increasing the retention of these students. Variances in satisfaction levels were measured using information obtained from African American students that participated in the fall 2004 administration of the Noel Levitz Student Satisfaction Inventory (SSI). In addition, the UNT Customer Satisfaction Survey (UNT-CSS), which applies Hom's Basic Model of Customer Satisfaction, was used to further examine areas of interest identified by the Noel Levitz SSI. Analysis of the SSI data indicated that no statistical significance existed amongst any of the correlates of satisfaction as a function of gender. In fact, African American students appeared to have very similar ideas on what services were important to them and on how satisfied they were with the services provided to them by the university. African American males and females were most satisfied with Campus Support Services, Academic Advising/Counseling, and Instructional Effectiveness at UNT. The UNT-CSS further examined the above areas. African American males and females were measured against each other to discern if differences occur in how African American students process the customer service model as a function of gender. African American males demonstrated strong positive correlations between their expectation of customer service and their consequent evaluation of that service. African American females were more influenced by their perception of the service received.
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Bray, Carolyn Scott. "Early Identification of Dropout-Prone Students and Early Intervention Strategies to Improve Student Retention at a Private University." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331697/.

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The problem of this study was first year student retention at a private university. The purpose of the study was to identify high risk students (dropout prone) by use of the Stratil Counseling Inventory -_ College Form (SCI-C) in order to initiate early intervention counseling and advising. Intrusive counseling was started within the first six weeks of the 1984 fall semester to facilitate the students' transition to college. The population of the study was first-time full-time freshmen students in attendance at Freshmen Orientation the week prior to the beginning of the 1984 academic year. SCI-C instrument consisted of six scales designed to elicit attrition-related information about the firsttime, freshmen students. The scales identified students who were in need of assistance, and they provided a profile of their problem areas. This information, available within ten days after the beginning of classes enabled Student Development personnel to select the students out of the freshman class who needed help and to refer them to university resources for assistance. The conclusions drawn from the analysis of the SCI-C data were: (1) students who needed assistance to integrate into the academic and social envrionment of the university were identified by the SCI-C; (2) students at Hardin-Simmons University value adult/student relationship outside of the classroom; (3) attitudes of caring service creates a "staying environment;1* (4) although the SCI-C indicates students' interests in support services, not all students who request assistance, avail themselves of the opportunities provided for them; (5) a relationship seems to exist between the intervention strategies provided particular freshmen and their succesful performance in the classroom (CPA of 1.60 or greater) and their persistence at the university for their second year; (6) the SCI-C provides attrition-related counseling information about students rather than predicting college academic success; and (7) the SCI-C i s a valid instrument to use to facilitate student retention at Hardin-Simmons University,
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Jones, Victor Jerrell. "Influences on Latino Males' Enrollment in Four-Year Colleges." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248394/.

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The purpose of this study was to explore characteristics that influence Latino male students' enrollment in four-year colleges. This study utilized a mixed-methods approach and acquired information specifically pertaining to the high school Latino male population. Participants for the study included Latino male high school students in Grades 9-12, parents of Latino male high school students in Grades 9-12, and counselors of high school students in Grades 9-12. The study was conducted across two campuses. Data for student and parent participants were obtained through an online survey questionnaire and counselor data was obtained through face-to-face semi-structured interviews. The results of this study reveal that there are influential characteristics that contribute to Latino males' potential enrollment in college. Of the data obtained from student participants, 70.2% of participants on Campus 1 and 90.5% of participants on Campus 2 planned on attending college. Responses from parent surveys found that 85.8% of parents had expectations for their Latino male student to attend college. Through the semi-structured focus group interviews, it was found that the school district and campuses in which the study was conducted had several procedures or processes in place to positively encourage Latino male student enrollment in four-year colleges. Results of this study provide a better understanding and insight on characteristics that influence the high school Latino male student in Grades 9-12 to enroll in college.
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Young, Denise York. "Participation in a study-abroad program and persistence at a liberal arts university." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4373/.

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This study used a quasi-experimental design with 1,237 students to investigate the association between participation in a study-abroad program and persistence at a liberal arts university. The theoretical basis for the study was Tinto's Theory of Individual Departure. The independent variable of interest, also known as the treatment, was participation in the University of Dallas Rome Program during the sophomore year. The control group consisted of students who were qualified to participate in the Rome Program, but chose not to do so. The dependent variable was the number of fall and spring semesters enrolled as an undergraduate at the University of Dallas post-treatment through spring 2003. Nine variables that measured background characteristics, academic integration, and social integration explained 3.8% of the variation in number of semesters enrolled post-treatment. Participation in the Rome Program explained an additional 4.2%. In all of the statistical measures examined in this study (incremental increase in R2, b weights, adjusted β weights, and structure coefficients), there was evidence of an important positive association between participation in the Rome Program and persistence. Based on the b weight in the regression equation, holding all other variables constant, students who participated in the Rome Program persisted on average .83 semesters longer post-treatment at the University of Dallas than those who did not go to Rome. Of the 1,007 students in this study who went to Rome, 96% were enrolled at the University of Dallas one semester after Rome participation and 91% were still enrolled after two semesters. This compared to 80% and 72%, respectively, for the 230 students in the control group. Of the 674 students in the study who went to Rome and had the opportunity to graduate within 4 years, 79% graduated within 4 years. This compared to 51% for the 123 students in the control group. Persistence during and after the sophomore year was not associated to the same extent with pre-entry background characteristics, academic integration, and social integration as was persistence from freshman to sophomore year.
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Martinez, Vesta Wheatley. "A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33184/.

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This quantitative study examined relationships of attending a new student orientation program related to student retention and academic success. A research group of 464 students of Tarrant County College Northwest, a community college campus in Fort Worth, Texas, who voluntarily attended a 2-hour pre-semester new student orientation program was compared to a group of 464 students on the same campus who did not attend the program. Comparisons were made with regard to retention and GPA. Ethnic ratios of both groups are 4% Black, 26% Hispanic, 66% White, and 4% other ethnicities. Chi square data analysis was utilized to determine if statistically significant differences relating to student retention existed between the groups. The independent t-test was used to compare means of calculated GPAs between groups. A one-way ANOVA was used to compare the means of GPAs for ethnic sub-groups. The total group and the Black sub-group showed statistically significant higher levels of second-semester retention (total group p = .018; Black sub-group p = .008) and higher calculated GPAs (total group p = .016; Black sub-group p = .019). No statistically significant results were found among Hispanic students.
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Books on the topic "College attendance – Texas – Tomball"

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Texas Higher Education Coordinating Board. A study of faculty needs in Texas, 1991-2008. The Board, 1992.

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Policy Research Project on Improving Postsecondary Education and Labor Market Transitions for Central Texas High School Students, ed. Beyond the numbers: Improving postsecondary success through a central Texas high school data center. Lyndon B. Johnson School of Public Affairs, University of Texas at Austin, 2006.

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Texas Higher Education Coordinating Board. Research, Planning, and Finance Division., ed. Responding to projected increases in student enrollment: Texas institutions of higher education. Texas Higher Education Coordinating Board, Research, Planning, and Finance Division, 1997.

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Texas Higher Education Coordinating Board. Community and Technical Colleges Division., ed. Statewide factbook: Community and technical colleges of Texas. The Board, 1997.

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Beyond Admissions - Lessons from Texas. SAGE Publications, Incorporated, 2010.

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Beyond Admissions - Lessons from Texas. SAGE Publications, Incorporated, 2010.

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Conference papers on the topic "College attendance – Texas – Tomball"

1

Zhou, Yong, Nazmul Islam, Cheng-Chang (Sam) Pan, and Sanjay Kumar. "Shorten the Math Gap for Pre-Engineering Students With Intensive Summer Bridge Program." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-40249.

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Engineering Summer Bridge (ESB) program at the University of Texas at Brownsville (UTB) is designed to prepare the engineering freshmen intellectually for an early introduction to the engineering culture and mathematics and science expectation. The program curriculum and content were specifically designed to prepare underrepresented Hispanic students for their success in the coming science and engineering study at UT-Brownsville. More than 92% of the targeted students are underrepresented Hispanic, and English is the second language for 86% of them. Most of these targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of TOP10 Texas House Bill. The ESB program at UTB cultivates a diverse community of engineering and pre-engineering students and intensively enhances their mathematics preparation in Pre-Calculus and College Algebra. Statistics data from 2012 and 2013 ESB program indicates that more than 81% of the participants in both years did not take Pre-Calculus in high school. Another finding is that 71% of the ESB participants with at least an attendance rate of 50% earned a grade higher than a “B” in their Calculus I class later on, while only 43% from the group with an attendance rate lower than 50% earned a grade higher than a “B” in the Calculus I class. Students seem more successful in their Calculus I study if they attend the classes more frequently. It is also found the early contact with engineering faculty through Summer Bridge Programs, together with an early and longer engineering orientation seminar during the program, are successful ways to assist in the retention of engineering freshman [1–2].
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Petruzzi, Alessandro, Francesco D’Auria, Tomislav Bajs, and Francesc Reventos. "International Training Program in Support of Safety Analysis: 3D S.UN.COP—Scaling, Uncertainty and 3D Thermal-Hydraulics/Neutron-Kinetics Coupled Codes Seminars." In 17th International Conference on Nuclear Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/icone17-76056.

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Thermal-hydraulic system computer codes are extensively used worldwide for analysis of nuclear facilities by utilities, regulatory bodies, nuclear power plant designers and vendors, nuclear fuel companies, research organizations, consulting companies, and technical support organizations. The computer code user represents a source of uncertainty that can influence the results of system code calculations. This influence is commonly known as the ‘user effect’ and stems from the limitations embedded in the codes as well as from the limited capability of the analysts to use the codes. Code user training and qualification is an effective means for reducing the variation of results caused by the application of the codes by different users. This paper describes a systematic approach to training code users who, upon completion of the training, should be able to perform calculations making the best possible use of the capabilities of best estimate codes. In other words, the program aims at contributing towards solving the problem of user effect. The 3D S.UN.COP (Scaling, Uncertainty and 3D COuPled code calculations) seminars have been organized as follow-up of the proposal to IAEA for the Permanent Training Course for System Code Users. Nine seminars have been held at University of Pisa (two in 2004), at The Pennsylvania State University (2004), at the University of Zagreb (2005), at the School of Industrial Engineering of Barcelona (January-February 2006), in Buenos Aires, Argentina (October 2006), requested by Autoridad Regulatoria Nuclear (ARN), Nucleoelectrica Argentina S.A (NA-SA) and Comisio´n Nacional de Energi´a Ato´mica (CNEA), at the College Station, Texas A&M, (January-February 2007), in Hamilton and Niagara Falls, Ontario (October 2007) requested by Atomic Energy Canada Limited (AECL), Canadian Nuclear Society (CNS) and Canadian Nuclear Safety Commission (CNSC), in Petten, The Netherlands (October 2008) in cooperation with the Institute of Energy of the Joint Research Center of the European Commission (IE-JRC-EC). It was recognized that such courses represented both a source of continuing education for current code users and a mean for current code users to enter the formal training structure of a proposed ‘permanent’ stepwise approach to user training. The 3D S.UN.COP 2008 at IE-JRC was successfully held with the attendance of 35 participants coming from more than 10 countries and 20 different institutions (universities, vendors and national laboratories). More than 30 scientists (coming from more than 10 countries and 20 different institutions) were involved in the organization of the seminar, presenting theoretical aspects of the proposed methodologies and holding the training and the final examination. A certificate (LA Code User grade) was released to participants that successfully solved the assigned problems. A tenth seminar will be held (October 2009) at the Royal Institute of Technology (KTH) in Amsterdam (Sweden), involving more than 30 scientists between lectures and code developers (http://dimnp.ing.unipi.it/3dsuncop/2009/index.html).
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