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Relevant bibliographies by topics / Graduate students. College attendance

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Academic literature on the topic 'Graduate students. College attendance'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Graduate students. College attendance"

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Ruiz Alvarado, Adriana, Theresa Stewart-Ambo, and Sylvia Hurtado. "High School and College Choice Factors Associated with High-Achieving Low-Income Students’ College Degree Completion." Education Sciences 10, no. 6 (June 2, 2020): 153. http://dx.doi.org/10.3390/educsci10060153.

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Gaps in college degree completion between low-, middle-, and high-income college students are typically attributed to differences in academic preparation and ability. However, high-achieving, low-income students are still less likely to graduate from college than their high-achieving, high-income counterparts. This study explores completion rates at the end of the Great Recession, using a community cultural wealth framework to examine additional pre-college factors and college attendance behaviors that contribute to the degree completion of high-achieving, low-income students. Longitudinal data using the Freshmen Survey and National Student Clearinghouse were collected from 2004 to 2010, comparing 9300 high-achieving students entering 455 colleges from low-, middle-, and high-income backgrounds. Hierarchical linear modeling (HGLM) was used to identify student and institutional factors that predict college completion during this era. Findings indicate that navigational capital and college attendance patterns (attending a summer session, selective college, and/or private institution) are key factors for high-achieving, low-income student completion. Cultural wealth anti-deficit measures could not explain the low-income Latinx lower likelihood of college completion nor gender differences across income groups. Implications of the results address concerns regarding the COVID-19 pandemic recession in terms of what institutions can do to support students.

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Elu, Juliet U., Jared Ireland, David Jeffries, Ivory Johnson, Ellis Jones, Dimone Long, Gregory N. Price, et al. "The Earnings and Income Mobility Consequences of Attending a Historically Black College/University: Matching Estimates From 2015 U.S. Department of Education College Scorecard Data." Review of Black Political Economy 46, no. 3 (July 31, 2019): 171–92. http://dx.doi.org/10.1177/0034644619866201.

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This article considers the labor market consequences of attending a Historically Black College/University (HBCU). With 2015 U.S. Department of Education College Scorecard Data, we use a matching estimator to identify and estimate the treatment effect of HBCU attendance on median earnings, earnings relative to a high school graduate, and income relative to that of the household at the time of initial enrollment, 6 and 10 years after attendance. Our treatment effect parameter estimates suggest that once we account for the differential return to college majors, the urban wage premium, and the proportionality/dependence of the labor market return of Black student college attendees on the share of a college/university’s student population that is Black, there is a long-run earnings premium associated with HBCU attendance. In addition, for HBCUs in general, we find that there is a population of students who would realize a positive labor market premium—as high as approximately 42%—and earn more than a high school graduate if they were to attend an HBCU. With respect to intergenerational income mobility, we find that HBCU attendance enables their actual and potential attendees to move to a higher quantile of income relative to their households in the long run.

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Routon, P. Wesley, and Jay K. Walker. "Are You There God? It’s Me, a College Student: Religious Beliefs and Higher Education." B.E. Journal of Economic Analysis & Policy 15, no. 4 (October 1, 2015): 2111–37. http://dx.doi.org/10.1515/bejeap-2015-0024.

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Abstract Drawing data from a longitudinal survey of college students from 514 institutions of higher education, we add to the discussion on the education–religion puzzle by providing information on specifically which college students experience the most religiosity change, investigating multiple change measures (conviction strength, service attendance, and religious identity), and estimating which programs of study and collegiate experiences cause the most change. We also provide an analysis of students who seek or initially sought an occupation within the clergy. Among our findings, 56% of students report changes in the strength of their religious convictions during college, while 45% report changes in religious service attendance frequency. Of those who matriculate as religious, about 9% lose their religion by graduation. Of those who matriculate with no religious identity, an impressive 33% graduate with one. Choice of institution, major of study, academic success, and many other collegiate experiences are shown to be determinants of these changes.

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Stange, Kevin M. "An Empirical Investigation of the Option Value of College Enrollment." American Economic Journal: Applied Economics 4, no. 1 (January 1, 2012): 49–84. http://dx.doi.org/10.1257/app.4.1.49.

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This paper quantifies the option value arising from sequential schooling decisions made in the presence of uncertainty and learning about academic ability. College attendance has option value since enrolled students have the option, but not obligation, to continue in school after learning their aptitude and tastes. I estimate that option value accounts for 14 percent of the total value of the opportunity to attend college for the average high school graduate and is greatest for moderate-aptitude students. Students' ability to make decisions sequentially in response to new information increases welfare and also makes educational outcomes less polarized by background. (JEL D83, I23)

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Villarraga-Orjuela, Alexander, and Brinck Kerr. "Educational Effects of Banning Access to In-State Resident Tuition for Unauthorized Immigrant Students." Educational Evaluation and Policy Analysis 39, no. 4 (April 28, 2017): 620–43. http://dx.doi.org/10.3102/0162373717704303.

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This research examines the effects of state laws banning access to in-state resident tuition for unauthorized immigrant students in the United States. These laws were implemented between 2005 and 2012. We evaluate the policy effects on (a) college enrollment, (b) school dropout rates of unauthorized immigrants, and (c) the enrollment of U.S. citizens in higher education. Multivariate triple-differences models are used. We find significant negative effects on the college attendance rates of unauthorized immigrants. Policies have primarily affected recent high school graduates. With regard to dropping out of school, we find no evidence of dynamic effects. Nor do we find evidence of benefits in college attendance for non-Hispanic, Hispanic, or Mexican naturalized citizens.

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Cook, Emily E., and Sarah Turner. "Missed Exams and Lost Opportunities: Who Could Gain From Expanded College Admission Testing?" AERA Open 5, no. 2 (April 2019): 233285841985503. http://dx.doi.org/10.1177/2332858419855030.

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When students with the capacity to succeed in a 4-year college do not take a college admission test, this represents a potential loss of opportunity for students and colleges alike. However, the costs of testing—both pecuniary and nonpecuniary—may exceed the benefits for students who lack the interest in or qualifications for college attendance. In states like Virginia, access to admission tests varies markedly with district and family circumstances. We estimate that universal testing in Virginia could increase the number of high school graduates with test scores competitive for admission at broad-access universities in the state by as much as 40%—and at the most selective institutions by nearly 20%—with larger increases for low-income students. Alternative policies that encourage testing among students with strong demonstrated academic performance could realize nearly these increases without generating testing costs for students who are unlikely to attend a 4-year college.

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Shabuj, Mohammad Kamrul Hassan, and Chandan Kumar Shaha. "Class Absenteeism in Pediatrics and Its Impact on Performance: An Analytical Study on under Graduate Students of a Medical College in Dhaka." Bangladesh Journal of Child Health 39, no. 2 (February 13, 2017): 69–72. http://dx.doi.org/10.3329/bjch.v39i2.31535.

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Background: Absenteeism in clinical classes is a risk for poor performance in the examinations. But how much performance is affected by each absence in pediatrics? In our study we want to predict this assumption.Methods: The impact of tutorial and clinical class attendance on under graduate students academic performance was investigated based on students average total score and average of frequency of class absence. Total 310 students placed in Medicine and Paediatrics Department of Sir Salimullah Medical College in different time was randomly selected.Results: There is a significant number of pass if ?75% attendance in the class both in medicine and pediatrics. There is a negative correlation between class absenteeism and students performance in the examination. It is predicted that each 10% increase in students absence decrease examination performance by about 4 points in medicine 3 points in pediatrics.Conclusion: More than 75% class attendance is significantly required to score 60 % (passing mark) in the examination. Class absenteeism in pediatrics has the similar effect in performance like that of the medicine that is decreasd in examination performance by about 4 points in medicine, 3 points in Pediatrics for each 10% of absence.Bangladesh J Child Health 2015; VOL 39 (2) :69-72

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Talar, Yulianti, and Jimmy Gozaly. "Student retention in Indonesian private university." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 486. http://dx.doi.org/10.11591/ijere.v9i3.20582.

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Private universities require more effort to retain student students so that these students can complete their studies and then work in the community. Through this research, input will be given to the study program regarding the improvement that must be made so that the private university can compete with the public university and educate the nation's children. Data collection was obtained through questionnaires and observations to 209 students. Data processed by Discriminant Analysis, Crosstabulations, and Correlations Analysis dan statistical descriptive methods. Independent variables that significantly affect student retention are satisfaction with the closeness of social relationships with fellow students, student confidence to graduate on time, student confidence to get a good career after graduation, and college attendance. Study program still has to work hard to make improvements to increase satisfaction and students' engagement level.

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Daun-Barnett, Nathan, and Edward P. St. John. "Constrained Curriculum in High Schools: The Changing Math Standards and Student Achievement, High School Graduation and College Continuation." education policy analysis archives 20 (February 20, 2012): 5. http://dx.doi.org/10.14507/epaa.v20n5.2012.

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Mathematics education is a critical public policy issue in the U.S. and the pressures facing students and schools are compounded by increasing expectations for college attendance after high school. In this study, we examine whether policy efforts to constrain the high school curriculum in terms of course requirements and mandatory exit exams affects three educational outcomes – test scores on SAT math, high school completion, and college continuation rates. We employ two complementary analytic methods – fixed effects and difference in differences (DID) – on panel data for all 50 states from 1990 to 2008. Our findings suggest that within states both policies may prevent some students from completing high school, particularly in the near term, but both policies appear to increase the proportion of students who continue on to college if they do graduate from high school. The DID analyses provide more support for math course requirement policies than mandatory exit exams, but the effects are modest. Both the DID and fixed effects analyses confirm the importance of school funding in the improvement of high school graduation rates and test scores.

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Scalora, Suza, Micheline Anderson, Abigail Crete, Jennifer Drapkin, Larissa Portnoff, Aurélie Athan, and Lisa Miller. "A Spirituality Mind-Body Wellness Center in a University Setting; A Pilot Service Assessment Study." Religions 11, no. 9 (September 11, 2020): 466. http://dx.doi.org/10.3390/rel11090466.

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Increasing rates of mental illness among college students over the past 10 years suggest a collective deficit in meaning and purpose unattended to by many university campuses. Psychopathology among young adult college students is associated with developmental tasks such as spiritual individuation, suggesting that interventions aimed at spiritual wellbeing may support the stated need for comprehensive mental health services. The aim of this pilot service assessment study is to investigate the feasibility, acceptability, and helpfulness of spiritually integrated programs at a Spirituality Mind Body (SMB) Wellness Center at a graduate-level academic institution. Wellness Center demographic and attendance data of N = 305 adult graduate students (M = 27.7 years, SD = 6.05) were used to assess acceptability and feasibility. To evaluate helpfulness, measures assessing symptoms of depression, anxiety, post-traumatic stress (PTS), spirituality, mindfulness, and psychological inflexibility were completed before and after eight-week programs on a subset of participants (n = 141). SMB users completed a total of 64% of sessions and reported significant pre/post gains in spirituality and mindfulness and decreases in psychological inflexibility, symptoms of depression and PTS. The preliminary findings of this open-trial are encouraging but inherently limited by the design; foremost, the results offer support for future research, which might draw on a larger sample and a study design involving a comparison group.

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Dissertations / Theses on the topic "Graduate students. College attendance"

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Fontaine, Catherine Carleton University Dissertation Mathematics and Statistics. "A statistical study of Canadian university enrolments, graduates, and the future professoriate; analysis of available data sources." Ottawa, 2000.

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Ramoutar, Ramsaran. "A longitudinal study of the enrollment patterns of fulltime, first-time degree seeking recent high school graduates at a community college /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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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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Fung, Terence Yip-hung. "Analysis of Graduation Rates for Four-year Colleges: A Model of Institutional Performance Using IPEDS." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28420/.

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Under the George W. Bush U.S. presidential administration, the federal government pushed for greater accountability among institutions of higher education for educational outcomes. Graduation rate is a key performance indicator of institutional accountability. Previous researchers of student attrition focused primarily on the effects of student level factors on student persistence/withdrawal behavior. Recently, researchers put more focus on the effects of institutional characteristics on graduation rates, but most of these studies were exploratory and based on multiple regression models. No institutional model has existed to synthesize their results within a theoretical framework. Such an institutional model is needed to explain the process of student persistence at the institutional level. The purpose of this study was to develop a model of institutional performance in graduation rate for four-year, public and private not-for-profit, Title IV institutions in the United States. This study validated the institutional model based on the IPEDS dataset using the structural equation modeling (SEM) technique. Further group comparison analyses are conducted by fitting the same SEM model to several subgroup datasets based on grouping variables such as control, geographical region and state. Benchmarking analyses were conducted to demonstrate how administrators and policy-makers can use the institutional model to compare the performance of an institution with its peers and what policy changes can they pursue to improve graduation rates.

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Akins, Ericka. "GED STUDENTS VERSUS TRADITIONAL HIGH SCHOOL STUDENTS: HOW DO THE GED GRADUATES PERFORM AFTER THE FIRST SEMESTER OF ATTENDANCE AT A RURAL COMMUNITY COLLEGE?" MSSTATE, 2009. http://sun.library.msstate.edu/ETD-db/theses/available/etd-08102009-170149/.

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The purpose of this study was to determine if freshman students based on their age, ethnicity, and gender who enter a community college with a GED credential will have a higher cumulative grade point average (GPA) after their first semester than traditional high school graduates. Findings from this study will aid individuals in developing a more accurate perception of the academic abilities of GED graduates. The academic performance of GED graduates was compared with traditional high school graduates after their first semester at a rural community college in the Fall 2007 semester. Intact data from the studentsf academic records were used for this study (n=680). Graduates were compared on gender, race, and age. Data were analyzed with the t-test and a multiple linear regression. There was not a statistically significant difference in the mean GPA between GED graduates and traditional high school graduates. It was also found that there was a statistically significant difference between the ethnic groups, as whites had higher mean GPAs than the nonwhite students. There was not a statistically significant difference between the mean GPAs among the male and female students. The age of the college students had no influence on GPAs.

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Spradley, Patricia. "A multiple variable analysis of the persistence of adult African-American male graduates from a baccalaureate degree program /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11976706.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Typescript; issued also on microfilm. Sponsor: Dawn Person. Dissertation Committee: Raechele L. Pope. Includes bibliographical references (leaves 156-171).

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Zoltanski, Jennifer Lee. "Departure and persistence : exploring student experiences at the master's level." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/3603.

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This research explores the events and circumstances that lead to persistence and departure within the sociology master's program at Portland State University. It examines how individual and institutional characteristics interact and influence student decisions to dropout or continue in the master's program. It utilizes Vincent Tinto's (1993) theories of persistence and departure and his concepts of social and academic integration as they apply to sociology master's students. The purpose of the research was to describe how students became socially and academically integrated and how integration influenced patterns of persistence of departure. The aim also was to determine whether background variables such as undergraduate GPA, cumulative master's GPA, enrollment status, and career and educational goals influenced student outcomes.

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Cowan, Charisse L. "Social and Economic Characteristics Related to the Immediate College Transition of Recent High School Graduates: A Study of Southwest Region TRIO Participants' College Continuation." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3353/.

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The purpose of this study was to determine whether: 1) Southwest Region TRIO high school students between the years 1991 - 2001 continued to college immediately after high school at rates significantly different than similar population students on national and state levels; and 2) immediate college continuation for this group was a function of social and economic characteristics including race, gender, parental education, and home-care environment. The sample included 414 TRIO program participants from Texas, Oklahoma, New Mexico, Louisiana, and Arkansas. Data on the 414 participants were gathered using an existing database containing demographic and post-secondary enrollment information on study participants. The findings of this study reveal Southwest Region TRIO students during this ten-year period continued to college immediately after high school at rates not significantly different than the national low-income population of students. Results indicate that when compared to all students in the five-state southwest region, the majority low-income, first-generation TRIO population continued to college at rates not significantly different than all-income students in the region. Findings of this study also revealed select social and economic characteristics were not predictors of immediate college continuation for this group. Finally, the study showed out-of-home care environment students continued to college at significantly higher rates than in-home care Southwest Region TRIO students.

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Chambless, Cheryl Chesney. "Student aid and persistence in public community colleges." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40101.

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The purpose of this study was to test a conceptual model for assessing the effects of student aid on community college student persistence. A sample consisting of all students who had entered a public community college during the 1980 fall term was drawn from the database of High School and Beyond, 1980 Senior Cohort. Omitting transfer students brought the sample size to 1,364 students. The model of student persistence was based on Tinto's theory of student integration and prior research that suggested student aid may be related to the persistence of community college students. Persistence was defined as the number of terms of enrollment over a two year period (1980-81 and 1981-82). Receipt of aid was associated with lower socioeconomic status, higher tuition charges, above average high school grades, and an ethnic background other than Asian or non-Hispanic white. Aid recipients considered college costs and the availability of aid more important factors in their college choice. A model of student persistence composed of eight exogenous and five endogenous variables was tested through path analysis. It was found that the receipt of student aid did not have significant effects on any of the subsequent variables in the model. Estimation of a reduced path model omitting the aid variable did not result in a significant reduction in explained variance. Degree goals, initial expectation regarding higher education, encouragement to attend college, academic integration, and full-time work were the most important influences on persistence. These findings validated the importance of some of the major constructs in the theory of student integration, but they did not support the research hypothesis that student aid recipients would have a higher rate of persistence than nonrecipients when other factors were held constant. Since encouragement from significant others had a strong and positive association with student persistence, it was suggested that future research consider the role of encouragement on persistence.
Ph. D.

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Wright, LaQueta L. "Social, Demographic, and Institutional Effects on African American Graduation Rates in U.S. Colleges and Universities." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28492/.

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Improving the retention and graduation of African Americans and other minority groups in higher education is an important but highly politicized issue on college and university campuses. Prior studies emphasize the relationship between minority retention and achievement, cultural diversity, and racial policies and climates at predominantly White colleges and universities in the United States. In response to the need for further research, the effects of institutional actions related to diversity, minority group and African American retention, and social integration initiatives on African American graduation rates were examined for a national sample of United States (U.S.) colleges and universities. From a potential list of 7,018 colleges and universities, 2,233 met the inclusion criteria for the study. But necessary and complete information from national directories and the census could only be found for the final sample of 1,105. After dropping 30 outliers, several multiple regression analyses identified the institutional actions, social, and demographic factors that best predicted graduation rates. Public U.S. colleges and universities located in the Midwest region had lower African American graduation rates than private colleges and universities located in the South. Higher African American graduation rates occurred in colleges and universities with Black cultural centers, higher first-year retention rates, higher women enrollment rates, a higher number of student organizations, and Division III athletic programs. Colleges and universities located in a town had higher African American graduation rates than those located in a city, suburb, or rural area.

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Books on the topic "Graduate students. College attendance"

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Rapoport, Alan I. Summary of Workshop on Graduate Student Attrition. Arlington, VA (4201 Wilson Blvd., Ste. 965, Arlington 22230): Division of Science Resources Studies, Directorate for Social, Behavioral, and Economic Sciences, National Science Foundation, 1998.

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Frenette, Marc. Do universities benefit local youth?: Evidence from university and college participation, and graduate earnings following the creation of a new university. Ottawa, Ont: Statistics Canada, 2007.

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Perkin, J. R. C. Issues and options: A report on graduate studies in Nova Scotia. Halifax: Nova Scotia Council on Higher Education, 1994.

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Human Sciences Research Council. Education, Science and Skills Development Research Programme, ed. Student retention & graduate destination: Higher education & labour market access & success. Cape Town , South Africa: HSRC Press, 2010.

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Minnesota. State Board for Community Colleges. Quality incentives in the Minnesota community colleges: Retention, graduation, transfer : a proposal to the Minnesota Legislature, Education Division of House Appropriations Committee, Education Division of Senate Finance Committee, in accordance with the provisions of Article 2, Section 7, 1991 Omnibus Higher Education Appropriations Act. [St. Paul]: Minnesota Community Colleges, 1991.

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Horn, Laura. College persistence on the rise?: Changes in 5-year degree completion and postsecondary persistence rates between 1994 and 2000. Washington, D.C: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2004.

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Bettinger, Eric. Addressing the needs of under-prepared students in higher education: Does college remediation work? Cambridge, MA: National Bureau of Economic Research, 2005.

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Horn, Laura. Placing college graduation rates in context: How 4-year college graduation rates vary with selectivity and the size of low-income enrollment : postsecondary education descriptive analysis report. Washington, D.C: Institute of Education Sciences, National Center for Education Statistics, U.S. Department of Education, 2006.

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Hoachlander, E. Gareth. Community college students: Goals, academic preparation, and outcomes. Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, Institute of Education Sciences, 2003.

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Xianglei, Chen, Adelman Clifford, and United States. Office of Educational Research and Improvement., eds. Toward resiliency: At-risk students who make it to college. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1998.

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Book chapters on the topic "Graduate students. College attendance"

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Jian, Zhong. "Research on the Data Mining Technology in College Students’ Attendance System Based on the Big Data Architecture." In Advances in Intelligent Systems and Computing, 162–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15235-2_25.

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Rothstein, William G. "The Organization of Medical Schools After 1950." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0021.

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Between 1950 and 1980, state and federal funding made higher education a major component of American society in terms of the number of institutions, students, and faculty members; the range of academic and professional programs; and the capital investment and expenditures. Medical schools also grew from small, narrowly based institutions that educated undergraduate medical students to large academic medical centers that provided a wide range of educational, research, and patientcare activities. The schools changed their internal structures by replacing part-time faculty members with full-time faculty and restricting clinicians' private practices to the medical school. Their independent sources of funding and autonomy affected relations with their parent universities, affiliated health schools, and the community. The most distinctive feature of higher education after mid-century has been its greater accessibility to students. The number of degree-credit enrolled college students increased from 2.7 million in 1949 to 5.9 million in 1965, 11.2 million in 1975, and 12.4 million in 1982. Between 1950 and 1982, the proportion of the 25- to 29-year-old population who had completed four or more years of college rose from 7.7 percent to 21.7 percent, even though the number of persons in that age group increased by two-thirds. The most rapid growth in higher education occurred from the late 1950s to the mid-1970s, when total degree-credit enrollment tripled. From 1975 to the early 1980s, three-fourths of the growth has been due to part-time students. The greater accessibility of higher education has especially benefited those groups of students who had low rates of college attendance at mid-century. The number of women students increased from 0.8 million in 1949 to 6.4 million in 1981, while the number of men increased from 1.9 million to 6.0 million. Between 1950 and 1982, the proportion of blacks 25 to 29 years of age who had completed four or more years of college increased from 2.8 percent to 15.8 percent. In 1979, blacks accounted for 10.5 percent of high school graduates and 10.0 percent of college enrollees. In the same year, hispanics accounted for 4.3 percent of high school graduates and 4.2 percent of college enrollees. Changes have occurred in the academic status of many students.

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Strayhorn, Terrell L. "Sense of Belonging and Graduate Students." In College Students’ Sense of Belonging, 124–39. Routledge, 2018. http://dx.doi.org/10.4324/9781315297293-9.

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"Sense of Belonging and Graduate Students." In College Students' Sense of Belonging, 105–19. Routledge, 2012. http://dx.doi.org/10.4324/9780203118924-17.

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"Effective Dropout Prevention and College Attendance Programs for Latino Students." In Effective Programs for Latino Students, 63–89. Routledge, 2012. http://dx.doi.org/10.4324/9781410605627-5.

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"College Funding for Graduate Nursing Students Programs." In Pay for Your Graduate Nursing Education Without Going Broke. New York, NY: Springer Publishing Company, 2020. http://dx.doi.org/10.1891/9780826142276.0001.

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Padilla, Moises, Justin Chase Brown, and Elvira Abrica. "Evolving Narratives about College: Immigrant Community College Students’ Perceptions of the Four-Year Degree in the Great Plains." In Graduate Students’ Research about Community Colleges, 83–95. Routledge, 2021. http://dx.doi.org/10.4324/9781003011392-7.

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Baker, Charlotte, and Rebecca J. Blankenship. "Minority College Students and Digital Agency." In Critical Essays on the New Moral Imperative for Supporting Marginalized Students in PK-20 Education, 103–35. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7787-4.ch006.

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As noted in the 2017 Horizon Report on Higher Education, it is no longer enough to simply graduate with a degree in a particular discipline; the Hart Research Associates Report also emphasizes the point that employers are requesting that colleges and universities place more emphasis on practical and real-world skills rather than focusing on competencies in broader disciplinary theories that may never be applied practically in the daily workplace setting. In this chapter, the authors look at two specific examples: preservice teacher training and the training of graduate students in epidemiology (STEM). The purpose of this qualitative analysis is to examine and compare the literature related to two primary concepts: (1) access to technology and digital literacy of minority college students and (2) minority serving institution (MSI) response to promoting digital literacy among faculty and students enrolled in clinically based programs.

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Lara, Luke J. "Faculty of Color Unmask Color-Blind Ideology in the Community College Faculty Search Process." In Graduate Students’ Research about Community Colleges, 42–57. Routledge, 2021. http://dx.doi.org/10.4324/9781003011392-4.

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Walker, Carolyn. "Experiential Learning as a Strategy for Student Completion and Course Success in the Community College." In Graduate Students’ Research about Community Colleges, 143–46. Routledge, 2021. http://dx.doi.org/10.4324/9781003011392-12.

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Conference papers on the topic "Graduate students. College attendance"

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Zhadko, A. A. "Development of configuration "Journal of Attendance" means platform 1c: Company." In All-Russian scientific-practical conference of young scientists, graduate students and students, chair V. M. Samokhina. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-102.

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Kovac, Velibor Bobo, Anne Karin Vikstøl Olsen, and Kristin Spieler. "Prediction of college grades in the sample of Norwegian students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5229.

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College grades represent summative assessments that are traditionally used to evaluate the levels of student learning. In the present study we examine the relative impact of individual variables and learning environment (LE) on student grades. The individual variables included in the present study are: school attendance, student learning efficacy, and behavioural intentions. The LE variables are: perceived justice, social identification, learning context, and organizational citizenship behaviour. Participants comprised 201 students enrolled in a mid-size university in Norway. The individual predictors explained 30% of the variance in actual grades, with self-efficacy beliefs (β = .16, p < .05), non-mandatory school attendance (β = .25, p < .01), intentions to get a specific grade (β = .23, p < .01), and intentions to quit studying (β = .19, p < .01) as significant predictors. The LE variables explained zero % (0%) of the variance in actual grades. None of the included LE variables emerged as significant in the final step of the regression analysis. The central point in the discussion is dedicated to the somewhat surprising finding that none of the LE variables contributed to explained variance in actual grades. The implications and limitations of the present work would also be discussed.

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Feng, Dongmei, Peng Wang, and Lei Zu. "Design of Attendance Checking Management System for College Classroom Students Based on Fingerprint Recognition." In 2020 Chinese Control And Decision Conference (CCDC). IEEE, 2020. http://dx.doi.org/10.1109/ccdc49329.2020.9164638.

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Hidayat, Muhammad Ayat, and Holong Marisi Simalango. "Students Attendance System and Notification of College Subject Schedule Based on Classroom Using IBeacon." In 2018 3rd International Conference on Information Technology, Information System and Electrical Engineering (ICITISEE). IEEE, 2018. http://dx.doi.org/10.1109/icitisee.2018.8720948.

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Li, Ziqiang, Wei Li, and Youcheng Chen. "Study on the Influence of College Teachers and Students Matching on Graduate Knowledge Innovation Behavior." In Proceedings of the 1st International Symposium on Innovation and Education, Law and Social Sciences (IELSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ielss-19.2019.100.

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Li, Peiliang. "An Analysis on the Factors Influencing College Students' Intention to Post-graduate Study in Guangdong." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.286.

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Karimi, Amir, and Randall D. Manteufel. "Understanding Why Engineering Students Take Too Long to Graduate." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65367.

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There is growing pressure on public colleges and universities to decrease the time students take to earn an undergraduate degree. There are many factors that slow students’ progress towards graduation. For example, urban universities may have a significant number of non-traditional students who don’t take a full load of courses required to graduate in four years. Also, some freshman students interested in engineering may not be prepared for college and are required to take remedial math and science courses. Engineering is a highly-structured program, often with a long sequence of courses requiring one or more prerequisites. If some courses aren’t offered each semester, this can delay progress toward graduation for some students. This paper examines graduating students’ academic records and surveys senior-level mechanical engineering students to identify some of the causes for the increased graduation times. Students provided detailed information such as their full- or part-time status, how many semesters left to graduation, whether they attended summer school, the courses they had difficulty passing, and other issues related to the length of time required to complete their degrees. Feedback from students is essential as universities look to improve graduation rates. The results presented are based on the data for the mechanical engineering program at a public institution in Texas. Although each institution is unique, the findings presented in this paper are expected to apply to similar institutions throughout the nation.

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Gopalakrishnan, Aparna, Rama Kased, Hui Yang, Mary Beth Love, Celia Graterol, and Alycia Shada. "A multifaceted data mining approach to understanding what factors lead college students to persist and graduate." In 2017 Computing Conference. IEEE, 2017. http://dx.doi.org/10.1109/sai.2017.8252128.

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Wang, Yang, and Zhi-fa Zhu. "Study on the Evaluation of Teaching Quality of College Teachers with Graduate Students as Study Samples." In 3d International Conference on Applied Social Science Research (ICASSR 2015). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icassr-15.2016.127.

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Amoo, Akinlawon Olubukunmi, and Arthur James Swart. "The influence of class attendance on the throughput rates of students at a FET college in South Africa." In 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363101.

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Reports on the topic "Graduate students. College attendance"

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Bettinger, Eric, and Bridget Terry Long. Do College Instructors Matter? The Effects of Adjuncts and Graduate Assistants on Students' Interests and Success. Cambridge, MA: National Bureau of Economic Research, March 2004. http://dx.doi.org/10.3386/w10370.

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Ferreyra, Maria Marta, Carlos Garriga, Juan D. Martin-Ocampo, and Angélica María Sánchez Díaz. Raising College Access and Completion: How Much Can Free College Help? Banco de la República de Colombia, February 2021. http://dx.doi.org/10.32468/be.1155.

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Free college proposals have become increasingly popular in many countries of the world. To evaluate their potential effects, we develop and estimate a dynamic model of college enrollment, performance, and graduation. A central piece of the model, student effort, has a direct effect on class completion, and an indirect effect in mitigating the risk of not completing a class or not remaining in college. We estimate the model using rich, student-level administrative data from Colombia, and use the estimates to simulate free college programs that differ in eligibility requirements. Among these, universal free college expands enrollment the most, but it does not affect graduation rates and has the highest per-graduate cost. Performance-based free college, in contrast, delivers a slightly lower enrollment expansion yet a greater graduation rate at a lower per-graduate cost. Relative to universal free college, performance-based free college places a greater risk on students but is precisely this feature that delivers better outcomes. Nonetheless, the modest increase in graduation rates suggests that additional, complementary policies might be required to elicit the large effort increase needed to raise graduation rates.

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.

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