Hierarchical Mentoring: A Transformative Strategy for Improving Diversity and Retention in Undergraduate STEM Disciplines     

Zakiya S. Wilson  Lakenya Holmes  Karin deGravelles  Monica R. Sylvain  Lisa Batiste  Misty Johnson  Saundra Y. McGuire  Su Seng Pang  Isiah M. Warner 《Journal of Science Education and Technology》2012,21(1):148-156

In the United States, less than half of the students who enter into science, technology, engineering, and mathematics (STEM) undergraduate curricula as freshmen will actually graduate with a STEM degree. There is even greater disparity in the national STEM graduation rates of students from underrepresented groups with approximately three-fourths of minority students leaving STEM disciplines at the undergraduate level. A host of programs have been designed and implemented to model best practices in retaining students in STEM disciplines. The Howard Hughes Medical Institute (HHMI) Professors Program at Louisiana State University, under leadership of HHMI Professor Isiah M. Warner, represents one of these programs and reports on a mentoring model that addresses the key factors that impact STEM student attrition at the undergraduate level. By integrating mentoring and strategic academic interventions into a structured research program, an innovative model has been developed to guide STEM undergraduate majors in adopting the metacognitive strategies that allow them to excel in their programs of study, as they learn to appreciate and understand science more completely. Comparisons of the persistence of participants and nonparticipants in STEM curricular, at the host university and with other national universities and colleges, show the impact of the model’s salient features on improving STEM retention through graduation for all students, particularly those from underrepresented groups.  相似文献   

Community service centers for deaf people: where are we now?     

H C Warner 《American annals of the deaf》1987,132(3):237-238

  相似文献   

Quality management principles in assessment practice     

Alice M. Warner  David Cress 《Assessment Update》1995,7(3):6-7

  相似文献   

A Multifactor Approach to Candidate Image     

Benjamin R. Warner  Mary C. Banwart 《Communication Studies》2016,67(3):259-279

Decades of communication research have demonstrated that political candidate images are important predictors of electoral success and that campaign communication influences these image perceptions. However, questions remain about the relative importance of various facets of candidate image, how electoral context and partisanship influence the salience of these facets, and whether privileged classes enjoy presumption in image facets that reinforce their dominant position in politics. These questions require a new approach to image research. We propose a multifactor approach that explores the relative importance of six image traits: character, intelligence, leadership, benevolence, homophily, and charm. The benefits of this approach are illustrated through application to two electoral contexts, the 2012 U.S. presidential election and the 2014 U.S. midterm elections.  相似文献   

EDUCATION,TASK MEANINGFULNESS,AND COGNITIVE PERFORMANCE IN YOUNG‐OLD AND OLD‐OLD ADULTS     

Judith Gonda  Margaret Quayhagen  K. Warner Schaie 《Educational gerontology》2013,39(2-3):151-158

Previous research has indicated that when tasks are made more meaningful, the performance of the elderly generally improves. A closer look, however, reveals that improvement occurs mostly for educationally disadvantaged elderly, highly educated older adults not benefiting differentially from meaningful material. Consequently, the present study compared performance of high‐ and low‐education adults on traditional and meaningful space and reasoning measures. A total of 246 male and female volunteers were divided into subgroups by age (53‐65 and 70‐78 years) and by education (high and low). Separate analyses of variance for reasoning and space revealed main effects for education and age on both abilities. In addition, main effects for test and sex, and a significant age by test interaction were found for space, with the performance differential between the familiar and traditional tests being much greater for the young‐old group. A trend for an education X age X test X sex interaction was found for reasoning, as expected, with low education, young‐old men doing more poorly on the traditional form. Suggestions for future related research are discussed.  相似文献   

Rob Cuthbert (ed.) 1996. Working in Higher Education     

David Warner 《Higher Education》1998,35(3):360-361

  相似文献   

The Cambridge Companion to Modern Russian Culture by Nicholas Rzhevsky,ed.     

Lauren Warner 《Slavic & East European Information Resources》2013,14(1-2):106-107

  相似文献   

Upbraiding the Professoriate     

Allen R. Warner 《Review of Education, Pedagogy & Cultural Studies》2013,35(2):83-89

  相似文献   

The Views of Bangladeshi Parents on the Special School Attended by their Young Children with Severe Learning Difficulties     

Rachel Warner 《British Journal of Special Education》1999,26(4):218-223

  相似文献   

Spreading the word: who profits from science publishing? A symposium held at the EuroScience Open Forum     

Simeon Anguelov  Pierre Baruch  Franoise Praderie 《Learned Publishing》2005,18(1):67-74

An account is given of the first EuroScience Open Forum and specifically of a symposium within it on the publication of scientific research. The scene‐setting presentations and the summary of the discussions are set out.  相似文献