Beyond University 101: Elective Courses to Enhance Retention

Higbee, Jeanne L.; Dwinell, Patricia L.; Thomas, Pamela V.

doi:10.2190/ycqv-17qt-q4vy-g587

Cited by 5 publications

(4 citation statements)

References 1 publication

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“…These programs positively influence 'student fit' with the institution by teaching students about the campus, increasing the possibility of student involvement in campus activities, providing assistance to at-risk students and helping students cultivate behaviours necessary to succeed both academically and socially (Cabrera 2001;Gardner 2005;Higbee et al 2002;Higgins 2004;Kuh 2001;Murtaugh et al 1999).…”

Section: Introductionmentioning

confidence: 99%

Factors associated with the academic success of first year Health Science students

Mills

Heyworth

Rosenwax

et al. 2008

Adv in Health Sci Educ

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The academic success of students is a priority for all universities. This study identifies factors associated with first year academic success (performance and retention) that can be used to improve the quality of the student learning experience. A retrospective cohort study was conducted with a census of all 381 full time students enrolled in the Bachelor of Health Science at The University of Western Australia since the inception of the course in the year 2000. Factors found to be associated with successful academic performance were high matriculation score, female sex, non-Indigenous status, attendance at a government secondary school, upfront payment of university fees and completion of secondary school English Literature. The most influential factor on first year academic performance was a high matriculation score. Retention into second year was found to be influenced by participation in the university mentor scheme, non-Indigenous status and first year university marks. The factor of most influence on student retention was first year university marks. Valuable information about the performance and retention of first year Bachelor of Health Science students is provided in this study which is relevant to the operational priorities of any university.

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Section: Introductionmentioning

confidence: 99%

Factors associated with the academic success of first year Health Science students

Mills

Heyworth

Rosenwax

et al. 2008

Adv in Health Sci Educ

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“…Elective courses are targeted to enhance curricular and cocurricular capabilities directly or indirectly, leading to professional and personal developments (Jie, 2005). Elective courses to enhance retention beyond university have been comprehended, seeking towards learning and academic success (Higbee et. al., 2002).…”

Section: Literature Surveymentioning

confidence: 99%

Principles of Elective Design with Industry-Institute Collaboration

Hegade¹,

Patil²,

Bidari³

2021

Journal of Engineering Education Transformations

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Along with core courses, an education program is usually designed with discretionary elective courses for professional advancement. It is naturally inherent that most electives' course contents need periodic apprise to persevere to the state-of-art. The pace at which industries adapt to new technologies is considerably rapid as compared to the teaching and learning that happens at the university. However, an elective design needs an equal role and support to be played by the industry and the institute. This paper proposes the design principles for an elective course, which envelopes from curriculum structure to evaluation methodologies. The principles are outlined to cover the design aspects, selection methodologies for the content and course materials, syllabus division to units, course learning outcomes, teaching pedagogy, industry principles, evaluation methodologies, and course learning attainment. Each principle is presented with an objective and deliberation. The intended principles were applied to the design and delivery of an elective -Semantic Web. The course, which was offered with an industry-institute collaboration, was opted by 125 students in the sixth semester. The paper further presents each of the principles as applied and delivered for the semantic web course. The course attainment with respect to course learning outcomes, student elective opt ratio, and the feedback obtained stand in favor of the proposed model. The principles can be applied to design the elective for enhanced learning experiences and make students industry-ready, which is one of the major objectives for introducing the electives.

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“…The first is a learning support system out of class and the second is to create a structure for self-teaching in class. The former method is realized by an academic support [5] such as Learning Center, Tutoring Center and so on. In this study, the second method was researched by carrying out a lecture on the basis of the model presented by Fig.…”

Section: Model Of the Structure For The Self-teaching In Classmentioning

confidence: 99%

“…The issue of the improvement of academic achievement of university students will be a common important problem for many nations. In United States, a lot of universities have grappled with such difficult problem for many years [3][4][5].…”

Section: Introductionmentioning

confidence: 99%