The Impact of the University of Utah's LEAP Program on Student Performance

Bliss, Carolyn; Webb, Jeff; Andre, Mark St.

doi:10.1353/jge.2012.0009

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…This program was based on an existing pipeline program at the University of Utah, founded in 1994, that has been described in detail in the literature. 21 Ultimately, HS-LEAP sought to increase the number of URM health care professionals. URM was defined as students from American Indian/ Alaska Native, Black, Latinx, Pacific Islander, Southeast or Refugee Asians, lower socioeconomic, and rural backgrounds.…”

Section: Descriptionmentioning

confidence: 99%

Exceeding Expectations: Students Underrepresented in Medicine at University of Utah Health

Bliss

Wood

Martineau

et al. 2020

Fam Med

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Background and Objectives: The University of Utah (UU) serves an increasingly diverse state and houses the only public medical school, dental school, and college of pharmacy in the state. Utah’s diversity in the health professions lags behind the diversity of its general population, and the nation. Methods: The Health Sciences Learning, Engagement, Achievement, and Progress (HS-LEAP) Program is a 4-year undergraduate pipeline program intended to increase racial and ethnic diversity in the health professions, specifically focused on students underrepresented in medicine (URM). Each student self-identified and submitted demographics at the time of enrollment. We followed students to successful engagement in their profession of choice; we compared graduation and postgraduation outcomes to non-HS-LEAP students at UU from 2005-2016. Results: Almost 80% of HS-LEAP students are from communities underrepresented in medicine: 41% Latinx, 28% Asian, 7% Black, 2% American Indian/Alaskan Native, and 1% Pacific Islander. HS-LEAP students had lower ACT scores upon undergraduate enrollment, higher grade point averages in their first semester of college, higher fall-to-fall first-year retention rates, and higher 6-year graduation rates when compared to non-HS-LEAP UU students. Students who completed HS-LEAP attended graduate school at twice the rate of students who participated in HS-LEAP, the majority in the health professions. Conclusions: The HS-LEAP program is associated with increased URM success in undergraduate programs and elevated participation in graduate programs in medicine, dentistry, pharmacy, physician assistant, nursing, and public health. Similar programs, with continuous assessment and evaluation, could be adopted in other locations to improve the representation of these groups in health professions.

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Section: Descriptionmentioning

confidence: 99%

Exceeding Expectations: Students Underrepresented in Medicine at University of Utah Health

Bliss

Wood

Martineau

et al. 2020

Fam Med

Self Cite

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“…Because of the great first-year losses, colleges and universities have made efforts to provide programs for both online and traditional freshmen to improve retention of students (Fetzner, 2013;O'Gara, Karp, & Hughes, 2009). In the United States, first-year experience programs are ubiquitous (Bliss, Webb, & St. Andre, 2012). O'Gara et al (2009 explained that community colleges provide student success courses and support services to a diverse group of traditional students to help them overcome a potential lack of information, academic preparedness, and cultural capital.…”

Section: Online Versus Traditional Settingsmentioning

confidence: 99%

Personalities of Introductory Course Instructors and Course Completion

Evans

2017

Journal of College Student Retention: Research, Theory & Pr

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Online courses are often criticized for having lower retention rates than traditional courses, especially introductory courses. This study aimed to determine whether there was a relationship between online and traditional instructor personality traits and course completion rate for introductory course instructors at a higher education institution in the Western United States. Instructor personality traits, as measured by the NEO Five-Factor Inventory-3 (NEO-FFI-3), were correlated with student course completion rate. Independent t tests were used to determine whether the relationship differed as a function of modality. There were no statistically significant relationships found between online and traditional instructor personality traits and course completion rate, but there were statistically significant differences between modalities for extroversion, agreeableness, and course completion rate. The results imply the traditional modality better supports individuals with these traits and allows for greater expression of the traits. The findings provide a greater understanding of the diversity among teachers in different modalities.

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Facilitating Self-Regulated Learning Skills and Achievement With a Strategic Content Learning Approach

Heller

Marchant

2015

Community College Journal of Research and Practice

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The Impact of the University of Utah's LEAP Program on Student Performance

Cited by 3 publications

References 17 publications

Exceeding Expectations: Students Underrepresented in Medicine at University of Utah Health

Exceeding Expectations: Students Underrepresented in Medicine at University of Utah Health

Personalities of Introductory Course Instructors and Course Completion

Facilitating Self-Regulated Learning Skills and Achievement With a Strategic Content Learning Approach

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