Journal articles: 'Gateway Courses'

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Flanders, Gordon R. "The Effect of Gateway Course Completion on Freshman College Student Retention." Journal of College Student Retention: Research, Theory & Practice 19, no. 1 (October 19, 2015): 2–24. http://dx.doi.org/10.1177/1521025115611396.

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This study measured the rate of retention to the second semester among first-time, full-time freshman college students who attempted a gateway course within their declared major during their first semester of college compared with students who declared a major, completed a course, but not the gateway course in their major and students who did not declare a major and completed any course. The findings in this study suggest that first-time, full-time freshman students who declared a major and successfully completed the gateway course were more likely to persist than students who were unsuccessful with the gateway course or students who declared a major, completed a course, but not the gateway course in their major. To improve retention of first-time, full-time freshman students, the results of this study indicate that changes are warranted in the way students are advised with regard to which courses they should complete in their first semester of college.

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Gress, Sara, and Troy Hall. "Diversity in the Outdoors: National Outdoor Leadership School Students’ Attitudes About Wilderness." Journal of Experiential Education 40, no. 2 (January 29, 2017): 114–34. http://dx.doi.org/10.1177/1053825916689267.

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Outdoor experiential education (OEE) programs often cater to white, upper-class individuals. With major demographic shifts occurring in the United States, OEE organizations are confronting this imbalance. The National Outdoor Leadership School (NOLS) is addressing this issue with its Gateway Scholarship Program. The purpose of this mixed-methods study was to determine whether Gateway Scholarship and non-scholarship students held different wilderness attitudes and whether those attitudes changed following NOLS courses. A quantitative posttest and retrospective pretest was administered online ( n = 74), with follow-up telephone interviews ( n = 19). Results showed that Gateway students held less positive pre-course wilderness attitudes than non-Gateway students, but most post-course scores had converged. Both groups experienced positive change in wilderness attitudes. Interview data revealed potential reasons for attitude change and areas of possible concern about the conceptualization of wilderness promoted by NOLS.

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DeMonbrun, Robert Matthew, Michael Brown, and Stephanie D. Teasley. "Enrollment patterns and students’ risk of academic difficulty." Journal of Applied Research in Higher Education 12, no. 1 (July 18, 2019): 97–108. http://dx.doi.org/10.1108/jarhe-11-2018-0252.

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Purpose Experiencing academic difficulty can deter students’ academic momentum, decreasing the speed with which they complete coursework and increasing the odds that they will not persist to a credential. The purpose of this paper is to expand upon an existing framework that investigates students’ academic difficulty in co-enrolled courses by adding additional co-enrollment variables that may influence academic performance in introductory gateway courses. Design/methodology/approach This study uses quantile regression to better understand academic difficulty in co-enrolled courses and the impact that students’ co-enrollment patterns may have on their success in focal introductory gateway courses. Findings This study revealed significant relationships between student success and co-enrollment patterns, including: the disciplinary alignment of the course with a student’s major, the student’s co-enrollment in other difficult courses and experiencing below average academic performance in a co-enrolled course. Further, impact of these relationships often differed by students’ performance quantile in the focal course. Practical implications The results point to factors related to the student and their co-enrolled courses that faculty, academic advisors and curriculum committees can consider as they design general education requirements within and across disciplinary majors. Originality/value This approach advances the understanding of how a prescribed curriculum produces interdependent pathways that can promote or deter students’ success through the organization of curricular requirements and student course taking. The paper provides a generalizable methodology that can be used by other universities to investigate curricular pathways that have the potential to reduce student success.

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Tao, Jinsong, Haihong Han, Xishan Wen, and Ju Tang. "Entering the world of electrical engineering: A gateway course for first-year students at Wuhan University, China." International Journal of Electrical Engineering & Education 54, no. 2 (January 22, 2017): 131–40. http://dx.doi.org/10.1177/0020720916688483.

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Chinese students, unlike those in western countries, have little control over their majors or courses. Many students are registered in electrical engineering based on GaoKao test scores, not personal interest in the field. As a consequence, many first-year students know little, or even nothing, about electrical engineering. To increase disciplinary knowledge among these students and improve retention rates, a gateway course, named Entering the World of Electrical Engineering, was established in the school of Electrical Engineering at Wuhan University, P.R. China especially for freshman electrical engineering students. To stimulate and inspire these new entrants to the World of Electrical Engineering, this course underscores the relevance of electrical engineering to everyday life and directs the attention of these newcomers to the dynamic and interesting research areas of the field. This paper describes the contents of this gateway course, the structure of the teaching materials, and analyzes the results of a feedback questionnaire administered at the end of the term. The results show that the gateway course successfully engages students’ interests in electrical engineering.

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Matz, Rebecca L., Cori L. Fata-Hartley, Lynmarie A. Posey, James T. Laverty, Sonia M. Underwood, Justin H. Carmel, Deborah G. Herrington, et al. "Evaluating the extent of a large-scale transformation in gateway science courses." Science Advances 4, no. 10 (October 2018): eaau0554. http://dx.doi.org/10.1126/sciadv.aau0554.

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We evaluate the impact of an institutional effort to transform undergraduate science courses using an approach based on course assessments. The approach is guided byA Framework for K-12 Science Educationand focuses on scientific and engineering practices, crosscutting concepts, and core ideas, together called three-dimensional learning. To evaluate the extent of change, we applied the Three-dimensional Learning Assessment Protocol to 4 years of chemistry, physics, and biology course exams. Changes in exams differed by discipline and even by course, apparently depending on an interplay between departmental culture, course organization, and perceived course ownership, demonstrating the complex nature of transformation in higher education. We conclude that while transformation must be supported at all organizational levels, ultimately, change is controlled by factors at the course and departmental levels.

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Kalman, Calvin S., Bruce M. Shore, Mark W. Aulls, Tetyana Antimirova, Juss Kaur Magon, Gyoungho Lee, Ricardo Coelho, et al. "Changing Students’ Approach to Learning Physics in Postsecondary Gateway Courses." International Research in Higher Education 2, no. 3 (July 27, 2017): 16. http://dx.doi.org/10.5430/irhe.v2n3p16.

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This study investigated if and how a combined set of specially developed activities can help students change their approach to learning physics. These activities included (a) reflective-writing activities, (b) critique-writing activities, and (c) reflective write-pair-share activities combined with conceptual-conflict collaborative-group exercises. Each of these activities was previously successfully tested as a stand-alone activity. This investigation was conducted at two different institutions over a three-year period. At each institution the same instructor taught students in two sections. At the first, a university with a substantial graduate school, sections were relatively large (over 100 students each) covering a typical introductory calculus-based mechanics course. At the second, a community college, there were relatively small classes (32 students each) covering a typical algebra-based introductory course in mechanics, electricity, and magnetism. The courses at the two institutions used different textbooks and had different formats. Measured data included student interviews and writing products. We developed rubrics for evaluation of the impact of the writing products and interviews of students. The main results of this study were the changes in students’ approaches to learning physics, especially as revealed in the interviews. Students who experienced the full suite of activities (a) changed their understanding of physics from solving problems to creating a network of interrelated concepts, and they also (b) modified their approach to learning physics from repetitious review to consideration of the interconnections of the subject matter and (c) related their new learning to key concepts in an overall physics framework.

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Kalman, Calvin S., Stanley Morris, Christopher Cottin, and Robert Gordon. "Promoting conceptual change using collaborative groups in quantitative gateway courses." American Journal of Physics 67, S1 (July 1999): S45—S51. http://dx.doi.org/10.1119/1.19080.

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Koch, Andrew K. "It's About the Gateway Courses: Defining and Contextualizing the Issue." New Directions for Higher Education 2017, no. 180 (December 2017): 11–17. http://dx.doi.org/10.1002/he.20257.

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Ran, Florence Xiaotao, and Jasmine Sanders. "Instruction Quality or Working Condition? The Effects of Part-Time Faculty on Student Academic Outcomes in Community College Introductory Courses." AERA Open 6, no. 1 (January 2020): 233285842090149. http://dx.doi.org/10.1177/2332858420901495.

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More than half of community college courses are taught by part-time faculty. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. We find that part-time faculty have negative effects on student subsequent enrollments. These negative effects are driven by results in math courses. We also find that course schedules could explain substantial proportions of the estimated negative effects, while faculty individual characteristics could not. Survey results on faculty professional experiences suggest that part-time faculty had less institutional knowledge regarding both academic and nonacademic services. We infer that inferior working conditions for part-time faculty, rather than inferior instructional practices, contribute to the negative effects we observed on students’ subsequent course enrollment.

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Cooper, Jennifer, and Lisa Dierker. "Increasing Exposure to Programming: A Comparison of Demographic Characteristics of Students Enrolled in Introductory Computer Science Programming Courses vs. a Multidisciplinary Data Analysis Course." International Research in Higher Education 2, no. 1 (November 2, 2016): 92. http://dx.doi.org/10.5430/irhe.v2n1p92.

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Upward trends in programming careers and increases in programming in less traditionally computer-oriented occupations threaten to further increase the current underrepresentation of both females and individuals from racial minority groups in these disciplines. Using administrative data (2009 – 2014), the present study compares demographic characteristics of students enrolled in a course that introduced programming: a multidisciplinary data analysis course, an introductory programming course, or an introductory computer science (CS) gateway course. The multidisciplinary data analysis course enrolled significantly more female students and students with lower Math SAT scores. Females were overrepresented in the data analysis course and underrepresented in the introductory programming and CS gateway courses relative to the larger campus community, with similar findings for underrepresented minority students. Less emphasis on traditional approaches to introductory programming and increased interdisciplinary opportunities to tackle real world questions may be one way to improve access to programming experiences for students from a wider range of educational, social and economic backgrounds.

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Li, Amy Y., Denisa Gándara, and Amanda Assalone. "Equity or Disparity: Do Performance Funding Policies Disadvantage 2-Year Minority-Serving Institutions?" Community College Review 46, no. 3 (June 20, 2018): 288–315. http://dx.doi.org/10.1177/0091552118778776.

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Objective: We investigate whether performance funding—an increasingly prevalent state policy that allocates appropriations based on outcomes that prioritize retention and completion—places minority-serving institutions (MSIs) at a financial disadvantage due to these institutions serving a greater proportion of historically underrepresented students. Method: Using data from 2004-05 to 2014-15 within Texas and Washington, we compare state funding allocations to 2-year institutions designated as MSIs versus non-MSIs, before and after performance funding policies are implemented. We additionally compare funding allocations for each performance metric. Results: On average, MSIs in Texas and Washington are allocated the same or less in per-student state funding after performance funding compared to non-MSIs. MSIs in Texas are advantaged in performance metrics for transfers and for gateway courses in math (credit-bearing courses that serve as a “gateway” to continued study), and MSIs in Washington are advantaged in developmental education courses. However, MSIs are typically disadvantaged in metrics for degree completions. Conclusion: Our findings suggest that MSIs in Texas and Washington are not financially disadvantaged due to performance funding because the funding formulas in both states incentivize milestones in addition to outputs. We recommend that policy makers consider incorporating performance metrics for developmental education and gateway courses in addition to retention rates and degree completions, and tailor metrics to the student population of institutions to mitigate the potentially inequitable funding consequences of performance funding policies.

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Scullin, M. K., C. Gao, V. Bermudez, J. Diaz, P. Zinke, and C. George. "0391 Gateways, Disparities, and Finals Week, Oh My! Translating Sleep Science from the Laboratory to the Classroom." Sleep 43, Supplement_1 (April 2020): A150. http://dx.doi.org/10.1093/sleep/zsaa056.388.

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Abstract Introduction Organic chemistry can be an insurmountable “gateway” course for otherwise-qualified students in pre-health pathways. Recent data indicate that organic chemistry increases drop-out risk for females and underrepresented minority students (URMs), raising the provocative possibility that sleep disparities are an underrecognized contributor to achievement gaps in gateway STEM courses. Methods In Study 1, 481 students enrolled in organic chemistry courses completed sleep questionnaires at the beginning, midpoint, and end of the semester. In Study 2, non-chemistry majors were randomly assigned to normal sleep (8 hours) or sleep restriction (5.5 hours) before taking an organic chemistry virtual lecture and test. In Study 3, 35 students wore actigraphy for five nights and could earn extra credit on a mid-semester test by averaging ≥8 hours of sleep; actigraphy sleep durations were compared to 40 active-control students who only received sleep education. Results In Study 1 (classroom), URM and female students earned lower organic chemistry grades than comparison students, p<.001. Baseline weekday sleep duration predicted test grades across the semester, and students who improved their weekday sleep subsequently improved their organic chemistry grades. In Study 2 (laboratory), mild sleep loss impaired meta-cognitive judgments of organic chemistry learning, a potential causal mechanism for reduced persistence in chemistry courses. In Study 3 (classroom), when better sleep behaviors were incentivized by extra credit, students slept an hour longer/night than control groups (7.8 vs 6.8 hours, p<.001). These benefits persisted 1 month later into finals week when sleep behaviors were not externally incentivized (7.3 vs 6.3 hours, p=.001). Improving sleep improved performance on difficult short answer questions after correcting for pre-final grades (Madjusted=78% vs 72%, p=.04). Conclusion Sleep disparities contribute to achievement gaps in gateway STEM courses, but incentives can reverse poor sleep habits. University administrators should develop and implement behavioral change programs to reduce sleep disparities. Support National Science Foundation (DRL 1920730)

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Winchell, Melissa. "Minding the (Opportunity) Gap: Critical Consciousness Pedagogy in College Gateway Courses." Multicultural Perspectives 22, no. 3 (July 2, 2020): 133–38. http://dx.doi.org/10.1080/15210960.2020.1792301.

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Archer, Candace C., and Melissa K. Miller. "Prioritizing Active Learning: An Exploration of Gateway Courses in Political Science." PS: Political Science & Politics 44, no. 02 (April 2011): 429–34. http://dx.doi.org/10.1017/s1049096511000291.

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Royse, Emily A., Elliot Sutton, Melanie E. Peffer, and Emily A. Holt. "The Anatomy of Persistence: Remediation and Science Identity Perceptions in Undergraduate Anatomy and Physiology." International Journal of Higher Education 9, no. 5 (August 5, 2020): 283. http://dx.doi.org/10.5430/ijhe.v9n5p283.

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Undergraduate Anatomy and Physiology (A&P) courses are gateway courses nursing and allied health students must pass before progressing through their academic programs. Many students need to retake the course to receive grades acceptable to progress in their programs, but identifying students at risk of failure may help instructors extend support. In this study, we examined self-efficacy and science identity as potential predictors of student success in these courses, and, by extension, a potential way to identify students at risk of failing. We found that science identity, and not self-efficacy nor completion of science prerequisite courses, explained the most variance when predicting A&P final grade in hierarchical regression. Additionally, we interviewed a purposive sample of students retaking the course to explore their experiences and perceptions of these constructs in A&P over multiple enrollments. Students retaking the course described their experiences of being “biology people” in their interviews, further suggesting that having a science identity is relevant to A&P students and may be leveraged to support students in A&P contexts.

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Iatarola, Patrice. "Implications for Scaling up Advanced Course Offerings and Takings: Evidence from Florida." Teachers College Record: The Voice of Scholarship in Education 118, no. 13 (April 2016): 1–22. http://dx.doi.org/10.1177/016146811611801304.

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This article summarizes a set of research studies that focus on high school course offerings, takings, and effects. Improving high school experiences and having students graduate from high school ready for college are national priorities under President Obama's Race to the Top initiative. Doing so by expanding access to advanced courses dates back a decade to President George W. Bush and the National Governors Association's efforts in the No Child Left Behind era. Courses are still seen as the gateway to higher student performance and access to college. From research done in collaboration with Dylan Conger and Mark Long, we found that taking more rigorous math courses increases students’ likelihood of being ready for college math, and that gaps in math course taking explain about one third of the gap between White and Black students and White and Hispanic students’ readiness for college. Advanced courses do matter—even taking just one advanced course improves students’ test scores, likelihood of graduating from high school, and likelihood of attending a four-year university. Schools, however, could do more to overcome the gap. We found that the best predictor of schools’ offering advanced courses was their having a critical mass of students with very high prior achievement. Resources, however, were not a factor.

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Fleming, Raymond, Sarah Kienzler, Leah Stoiber, Ryan R. Fleming, Laura E. Pedrick, and Diane M. Reddy. "Randomized controlled trials of U-Pace instruction: Outcomes in two gateway courses." Journal of Computer Assisted Learning 34, no. 6 (July 4, 2018): 799–806. http://dx.doi.org/10.1111/jcal.12286.

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Harwood, William S., Vera Zdravkovich, and Laurence Boucher. "Issues in Gateway Chemistry Courses: A Statewide Conference on Chemical Curriculum Reform." Journal of Chemical Education 74, no. 7 (July 1997): 755. http://dx.doi.org/10.1021/ed074p755.

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Hickey, Daniel T., Jill Robinson, Stefano Fiorini, and Yanan Feng. "Internet-based alternatives for equitable preparation, access, and success in gateway courses." Internet and Higher Education 44 (January 2020): 100693. http://dx.doi.org/10.1016/j.iheduc.2019.100693.

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Bertrand, Elliott, David T. McArdle, Lubos Thoma, and Li Wu. "Implementing Online Programs in Gateway Mathematics Courses for Students with Prerequisite Deficiencies." PRIMUS 31, no. 2 (August 9, 2019): 119–32. http://dx.doi.org/10.1080/10511970.2019.1629556.

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McGowan, Susannah, Peter Felten, Joshua Caulkins, and Isis Artze-Vega. "Fostering Evidence-Informed Teaching in Crucial Classes: Faculty Development in Gateway Courses." New Directions for Higher Education 2017, no. 180 (December 2017): 53–62. http://dx.doi.org/10.1002/he.20261.

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Hawkins, Whitney, Kate Goddard, and Carlita Favero. "A Cocurricular Program That Encourages Specific Study Skills and Habits Improves Academic Performance and Retention of First-Year Undergraduates in Introductory Biology." CBE—Life Sciences Education 20, no. 1 (March 2021): ar4. http://dx.doi.org/10.1187/cbe.20-06-0117.

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A short (8-week), low-cost intervention focused on study skills improved performance and persistence of first-year undergraduates in introductory biology. Wide-scale adoption of teaching study skills in STEM gateway courses is suggested to improve student outcomes, particularly for students who are commonly underrepresented.

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Grauerholz, Liz, Julianne Weinzimmer, Erin N. Kidder, and Nicole Owens Duffy. "Teaching about Animals: Incorporating Nonhuman Animals into Sociology Classrooms." Teaching Sociology 48, no. 2 (March 7, 2020): 120–39. http://dx.doi.org/10.1177/0092055x20906563.

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The topic of human–animal studies (HAS) remains largely ignored within the sociology classroom. While a few sociologists have encouraged teaching about animals, none has assessed whether incorporating nonhuman animals into the curriculum is effective. In this study, three instructors at two universities incorporated animal-related materials in their sociology courses in a variety of ways. Data analyzed from course exam responses and student papers as well as end-of-semester student surveys indicate that student learning and enjoyment were enhanced. We provide suggestions for instructors on how to incorporate such material in their courses. We argue that teaching about nonhuman animals can serve as a powerful gateway to introducing students to a wide variety of social issues and concepts, thereby adding another useful instrument to our pedagogical tool kit in sociology.

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Sherr, Goldie Libby, Shylaja Akkaraju, and Seher Atamturktur. "Nudging Students to Succeed in a Flipped Format Gateway Biology Course." Journal of Effective Teaching in Higher Education 2, no. 2 (November 25, 2019): 57–69. http://dx.doi.org/10.36021/jethe.v2i2.51.

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The intensive nature of gateway biology courses often results in poor student performance. This issue can be resolved with the usage of the flipped classroom method. Our application of this model to a human anatomy and physiology course increased the retention and passing rates. However, the beneficial effects of flipping a classroom can be substantially weakened due to student disposition. To target this, we used the flipped classroom model in conjunction with a series of nudges in the form of self-monitoring logs and reminder notifications. Students were responsible for tracking their attendance, punctuality, preparedness, and grades via a self-monitoring log that they had to complete each week. Reminder notifications were sent to students via text or email messages. While the flipped classroom method accompanied by both self-monitoring logs and reminder techniques can be a powerful learning model leading to higher student success rates, we found that consistent nudging via text messages appears to be pivotal in ensuring student success.

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Matthews, Roberta S., and Scott Newman. "Chief Academic Officers and Gateway Courses: Keys to Institutional Retention and Persistence Agendas." New Directions for Higher Education 2017, no. 180 (December 2017): 63–73. http://dx.doi.org/10.1002/he.20262.

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Covarrubias, Rebecca, Giselle Laiduc, and Ibette Valle. "Growth messages increase help-seeking and performance for women in STEM." Group Processes & Intergroup Relations 22, no. 3 (April 2019): 434–51. http://dx.doi.org/10.1177/1368430218802958.

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Women leave STEM majors at higher rates than men. This may be due to problematic messaging in gateway courses such as (a) mismatches between students’ cultural norms and those of the learning context and (b) fixed ideas about ability as unchangeable. The current study investigated how culturally relevant growth messages impacted help-seeking behavior and grades in a gateway STEM course. Undergraduate students (168 men, 285 women) were randomly assigned to receive an email invitation to a peer-led tutoring program that included factual information (control), growth messages, or culture-matching growth messages emphasizing effort and interdependence. Tutoring sign-ups, number of sessions attended, and grades were collected. Path analyses showed no impact of messaging on men’s sign-ups. Yet, growth messages increased women’s sign-ups relative to the control, which led to more sessions attended and, subsequently, higher course grades. Unexpectedly, the culture-matching growth condition decreased sign-ups for women. Follow-up exploratory survey data on students from the course (161 men, 268 women) revealed that more women perceived peer interactions as competitive than men, which may shed light on the unexpected findings. Programs should implement growth messages to recruit more women and to improve collaboration in peer-learning settings.

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Kenyon, Kristi Heather. "Bringing the field into the classroom: Methods and experiential learning in the ‘Politics of Development’." Politics 37, no. 1 (July 7, 2016): 97–112. http://dx.doi.org/10.1177/0263395716633905.

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Methods training is typically cordoned off into specific, designated courses and is often consequently isolated from the content of the topics we study. As a result of this separation, methods may appear abstract or technical, particularly to undergraduate students, who usually have no experience or expectation of applying methods during their degrees. This article discusses one experience of incorporating qualitative methods and experiential learning into a mixed undergraduate/graduate seminar on the politics of development. This substantive course was structured around an interview-based assignment which served to introduce students to qualitative methods alongside exposure to the views of development practitioners and scholars. I argue that integrating experiential methods training into substantive courses can prove a useful introduction to interviewing and fieldwork, enhance student engagement with subject-based literature and concepts, and serve as a gateway for further methods education.

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Ferrare, Joseph J. "A Multi-Institutional Analysis of Instructional Beliefs and Practices in Gateway Courses to the Sciences." CBE—Life Sciences Education 18, no. 2 (June 2019): ar26. http://dx.doi.org/10.1187/cbe.17-12-0257.

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This paper builds on previous studies of instructional practice in science, technology, engineering, and mathematics courses by reporting findings from a study of the relationship between instructors’ beliefs about teaching and learning and their observed classroom practices. Data collection took place across six institutions of higher education and included in-depth interviews with 71 instructors and more than 140 hours of classroom observations using the Teaching Dimensions Observation Protocol. Thematic coding of interviews identified 31 distinct beliefs that instructors held about the ways students best learn introductory concepts and skills in these courses. Cluster analysis of the observation data suggested that their observable practices could be classified into four instructional styles. Further analysis suggested that these instructional styles corresponded to disparate sets of beliefs about student learning. The results add momentum to reform efforts that simultaneously approach instructional change in introductory courses as a dynamic relationship between instructors’ subjective beliefs about teaching and learning and their strategies in the classroom.

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Roy, Subhadip, and Subhalaxmi Mohapatra. "IHCL's menu of hotels: competing for the Indian hotelscape." CASE Journal 10, no. 2 (August 1, 2014): 171–84. http://dx.doi.org/10.1108/tcj-02-2014-0017.

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Synopsis The present case study discusses the multi-branded strategy of hotels by the Indian Hotels Company Limited (IHCL) in 2012. The brand architecture of the group in 2012 consisted of four brands, namely Taj, Vivanta, Gateway and Ginger. However such brand architecture posed quite a few challenges for the group such as positioning, sustain the different brands and avoiding brand dilution since both The Gateway and Vivanta had a tag “by Taj” which could erode the premium associations of the parent brand. Research methodology The case is based on secondary research and has been developed using published information collected from online and offline sources. Wherever required, written permission has been obtained from the copyright holders (Exhibits VII-IX). Direct quotes have been properly cited from original sources. Relevant courses and levels This case could be a part of the Marketing Management course in an undergraduate Program in Business Management. The specific topics which could be facilitated through this case are Segmenting, Targeting and Positioning. The case could also be a part of a Brand Management course in the same program for specialized subjects where it could illustrate the concept of Brand Architecture. In case of an Executive Education Program, this case can be used to facilitate issues in Marketing as well as Brand Management.

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Zhang, Zhiwei, Luyao Cai, Xiaohan Chen, and Jiaxin Xu. "Dance as a Creative Gateway to STEAM Education Practice——Take the Chinese Classical Dunhuang Dance as an Example." Advances in Education, Humanities and Social Science Research 2, no. 1 (September 22, 2022): 509. http://dx.doi.org/10.56028/aehssr.2.1.509.

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STEM education emerged in the United States before 1990s, aiming to cultivate scientific and technological talents and improve students' scientific literacy by integrating Science, Technology, Engineering and Mathematics. STEAM is a creative art course with true interdisciplinary integration by adding Art elements to enrich the knowledge covered by STEM courses. This paper integrates Dance into STEAM education, analyzes the new impetus of STEAM dance course in dance education, and designs a STEAM-based dance course with Chinese Classical Dunhuang Dance . Surveys are distributed to determine how parents of teenagers feel about this dance course. The study could enrich contemporary dance curriculums, cultivate scientific and artistic talents, improve the quality of dance education, and promote the development and progress of STEAM education in China.

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Zhang, Zhiwei, Luyao Cai, Xiaohan Chen, and Jiaxin Xu. "Dance as a Creative Gateway to STEAM Education Practice——Take the Chinese Classical Dunhuang Dance as an Example." Advances in Education, Humanities and Social Science Research 1, no. 2 (September 22, 2022): 509. http://dx.doi.org/10.56028/aehssr.1.2.509.

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STEM education emerged in the United States before 1990s, aiming to cultivate scientific and technological talents and improve students' scientific literacy by integrating Science, Technology, Engineering and Mathematics. STEAM is a creative art course with true interdisciplinary integration by adding Art elements to enrich the knowledge covered by STEM courses. This paper integrates Dance into STEAM education, analyzes the new impetus of STEAM dance course in dance education, and designs a STEAM-based dance course with Chinese Classical Dunhuang Dance . Surveys are distributed to determine how parents of teenagers feel about this dance course. The study could enrich contemporary dance curriculums, cultivate scientific and artistic talents, improve the quality of dance education, and promote the development and progress of STEAM education in China.

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Weinstein, Ronald S., Amy L. Waer, John B. Weinstein, Margaret M. Briehl, Michael J. Holcomb, Kristine A. Erps, Angelette L. Holtrust, Julie M. Tomkins, Gail P. Barker, and Elizabeth A. Krupinski. "Second Flexner Century: The Democratization of Medical Knowledge." Academic Pathology 4 (January 1, 2017): 237428951771887. http://dx.doi.org/10.1177/2374289517718872.

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Starting in 1910, the “Flexner Revolution” in medical education catalyzed the transformation of the US medical education enterprise from a proprietary medical school dominated system into a university-based medical school system. In the 21st century, what we refer to as the “Second Flexner Century” shifts focus from the education of medical students to the education of the general population in the “4 health literacies.” Compared with the remarkable success of the first Flexner Revolution, retrofitting medical science education into the US general population today, starting with K-12 students, is a more daunting task. The stakes are high. The emergence of the patient-centered medical home as a health-care delivery model and the revelation that medical errors are the third leading cause of adult deaths in the United States are drivers of population education reform. In this century, patients will be expected to assume far greater responsibility for their own health care as full members of health-care teams. For us, this process began in the run-up to the “Second Flexner Century” with the creation and testing of a general pathology course, repurposed as a series of “gateway” courses on mechanisms of diseases, suitable for introduction at multiple insertion points in the US education continuum. In this article, we describe nomenclature for these gateway courses and a “top–down” strategy for creating pathology coursework for nonmedical students. Finally, we list opportunities for academic pathology departments to engage in a national “Democratization of Medical Knowledge” initiative.

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Alexander, Charles, Eric Chen, and Kevin Grumbach. "How Leaky Is the Health Career Pipeline? Minority Student Achievement in College Gateway Courses." Academic Medicine 84, no. 6 (June 2009): 797–802. http://dx.doi.org/10.1097/acm.0b013e3181a3d948.

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Crosby, Christina. "Why Major in Literature—–What Do We Tell Our Students?" PMLA/Publications of the Modern Language Association of America 117, no. 3 (May 2002): 493–95. http://dx.doi.org/10.1632/003081202x61232.

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If the value of the study of literature were self-evident, there would be no need to pose this question. That such is not the case is clear from the virulence of the debates about higher education in the humanities that have roiled the profession and areas beyond. Professors of literature have had a lot to say to one another about this question but not, perhaps, as much to say to their students. Yet faculty members implicitly answer this question all the time, in the courses they teach, especially in introductory, or “gateway,” courses. I will address the question, then, as concretely as possible, by way of the introductory course for the English major my colleagues and I have designed together and discussed repeatedly over the past two decades at Wesleyan University. In so doing, I will argue that the value of studying literature is precisely that it poses value as a question, not an answer.

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Kosiewicz, Holly, and Federick Ngo. "Giving Community College Students Choice: The Impact of Self-Placement in Math Courses." American Educational Research Journal 57, no. 3 (September 9, 2019): 1358–91. http://dx.doi.org/10.3102/0002831219872500.

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This study examines the impact of a “natural experiment” that gave students the choice to place into or out of developmental math because of an unintended mistake made by a community college. During self-placement, more students chose to enroll in gateway college- and transfer-level math courses, however, greater proportions of female, Black, and Hispanic students enrolled in the lowest levels of math relative to test-placed counterparts. Difference-in-difference estimates show that self-placement led to positive outcomes, but mostly for White, Asian, and male students. This evidence suggests areas of concern and potential for improvement for self-placement policies. Self-determination theory, behavioral decision theory, and stereotype vulnerability provide possible explanations for the observed changes.

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Kurepa, Alexandra, John Paul Roop, and Kossi Edoh. "Changing Students’ Perception of Mathematics Through Active Learning." International Journal of Education 11, no. 1 (March 7, 2019): 29. http://dx.doi.org/10.5296/ije.v11i1.13983.

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In this paper we present results from a study of the effects of active learning on students’ perception of mathematics through their engagement, satisfaction, and perceived performance in the class. We use an active learning model, modified for underprepared STEM students, in our redesigned calculus course and compare students’ responses to those of students in traditionally taught sections of the same course. Our results show that introducing active learning has positively changed students’ perspective on mathematics in gateway mathematics courses. Students strongly agree that they are more engaged in the course and that the structure of active learning facilitates discussion in the classroom. Moreover, as we document student perceptions of learning and confirm the findings by disaggregating students’ exam performance both in an active learning and in a traditionally taught class, we find that the assessment result conducted confirmed students’ perception of improved learning.

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Fian, Al, Petrus Sokibi, and Lena Magdalena. "Penerapan Payment Gateway pada Aplikasi Marketplace Waroeng Mahasiswa Menggunakan Midtrans." Jurnal Informatika Universitas Pamulang 5, no. 3 (September 30, 2020): 387. http://dx.doi.org/10.32493/informatika.v5i3.6719.

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Catur Insan Cendekia University is one of the universities in Cirebon City which is based on technology and management. As an educational institution that has a technopreneur campus slogan, many Catur Insan Cendekia University students have implemented entrepreneurship courses and have developed into new entrepreneurial owners scattered on various social media. However, due to limited space and marketing reach in the campus area, many academicians do not see the product / service offerings made by Catur Insan Cendekia University students. So a work program called Waroeng Mahasiswa was launched by BKM CIC with the aim of being a space for students to market their products / services in the Catur Insan Cendekia University campus area. The Waroeng Mahasiswa work program will be developed into a web-based marketplace application made using the PHP programming language. This marketplace application will also be equipped with an online payment system that is integrated with Midtrans as a payment gateway service provider to make the transaction process faster, easier and more practical.

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Lock, Edward, and Kate Kelly. "Ignorance is risk: An exploratory investigation of students’ perceptions of their education–employment pathways." Journal of Teaching and Learning for Graduate Employability 11, no. 1 (May 1, 2020): 22–36. http://dx.doi.org/10.21153/jtlge2020vol11no1art894.

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The widely held view that higher education constitutes a gateway to employment has underpinned the dramatic widening of access to university in recent decades. However, globalisation and technological development have complicated the task of enhancing the employability of students, as the future world of work has become ever-more dynamic and unpredictable. Given such conditions, the delivery of employability teaching has become a central focus of many higher education providers (HEPs). To meet their responsibilities, HEPs must understand how students perceive their respective courses in relation to the employment pathways that they seek to follow. The present study aimed to gain an understanding of prospective students’ perceptions regarding this, but also to evaluate the accuracy of these perceptions. Because some course types are more narrowly vocational than are others, a subsidiary aim was to investigate whether or not student expectations and knowledge varied depending on course-type. The findings gathered from 462 students enrolled into a wide range of courses at 15 Australian universities were profound. They highlight that, while most students commence university with a career goal in mind, many have a poor understanding of the education-employment pathways on which they have embarked. Students demonstrated a limited understanding of the careers to which their courses might lead, and of the relevance of postgraduate study to their chosen career goals. These findings varied significantly across different course-types. Overall, these findings highlight the need for HEPs to educate their students explicitly about the education-employment pathways that are available to them.

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Lock, Edward, and Kate Kelly. "Ignorance is risk: An exploratory investigation of students’ perceptions of their education–employment pathways." Journal of Teaching and Learning for Graduate Employability 11, no. 1 (May 5, 2020): 22–36. http://dx.doi.org/10.21153/jtlge2020vol11no1art898.

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The widely held view that higher education constitutes a gateway to employment has underpinned the dramatic widening of access to university in recent decades. However, globalisation and technological development have complicated the task of enhancing the employability of students, as the future world of work has become ever-more dynamic and unpredictable. Given such conditions, the delivery of employability teaching has become a central focus of many higher education providers (HEPs). To meet their responsibilities, HEPs must understand how students perceive their respective courses in relation to the employment pathways that they seek to follow. The present study aimed to gain an understanding of prospective students’ perceptions regarding this, but also to evaluate the accuracy of these perceptions. Because some course types are more narrowly vocational than are others, a subsidiary aim was to investigate whether or not student expectations and knowledge varied depending on course-type. The findings gathered from 462 students enrolled into a wide range of courses at 15 Australian universities were profound. They highlight that, while most students commence university with a career goal in mind, many have a poor understanding of the education-employment pathways on which they have embarked. Students demonstrated a limited understanding of the careers to which their courses might lead, and of the relevance of postgraduate study to their chosen career goals. These findings varied significantly across different course-types. Overall, these findings highlight the need for HEPs to educate their students explicitly about the education-employment pathways that are available to them.

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Abdullahi, Abass, and Maureen Gannon. "Improving College Students' Success In Gateway Science Courses: Lessons Learned From An Anatomy And Physiology Workshop." American Journal of Health Sciences (AJHS) 3, no. 3 (July 13, 2012): 159–68. http://dx.doi.org/10.19030/ajhs.v3i3.7134.

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In this study, we evaluated the effectiveness of a two-week pre-anatomy and physiology workshop intended to contribute to student success in anatomy and physiology. The study showed that workshop participants had significantly higher post-test scores, better study habits, and generally felt more confident or prepared for anatomy and physiology. The workshop participants also reported that they understood membrane transport the least and organization of the body the most, information that may be useful in anatomy and physiology curriculum development. Preliminary studies also show that students that participated in the workshop performed significantly better than the general student body, with lower attrition rates in anatomy and physiology.

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Kendall, K. Denise, and Elisabeth E. Schussler. "Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester." CBE—Life Sciences Education 12, no. 1 (March 2013): 92–105. http://dx.doi.org/10.1187/cbe.12-07-0110.

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Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by different instructor types, this study explored student ratings of instruction by GTAs and faculty members to see whether perceptions differed by instructor type, whether they changed over a semester, and whether certain instructor traits were associated with student perceptions of their instructors’ teaching effectiveness or how much students learned from their instructors. Students rated their faculty instructors and GTAs for 13 instructor descriptors at the beginning and near the end of the semester in eight biology classes. Analyses of these data identified differences between instructor types; moreover, student perception changed over the semester. Specifically, GTA ratings increased in perception of positive instructional descriptors, while faculty ratings declined for positive instructional descriptors. The relationship of these perception changes with student experience and retention should be further explored, but the findings also suggest the need to differentiate professional development by the different instructor types teaching lower-division science courses to optimize teaching effectiveness and student learning in these important gateway courses.

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Thumvichit, Athip. "ELT Master’s Programmes in Thailand: Focused Areas and Research Trends." Journal of Language and Education 6, no. 4 (December 31, 2020): 171–82. http://dx.doi.org/10.17323/jle.2020.10532.

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The increasing demand for competent users of English and qualified English teachers has accelerated the growth of graduate programmes in English language teaching (ELT). In Thailand, ELT master’s programmes have been serving as a training ground for Thai English teachers for decades. This study explores the focused areas and research trends of Thai ELT master’s programmes. The analyses involved ten ELT master’s programmes offered by ten different universities and 201 master’s theses submitted between the years of 2014 and 2018. Foundation and core courses were categorised into twelve content areas. The findings show that teaching and research methodology courses were the most common areas, indicating that the programmes were not only pedagogical but also research-oriented. In consistence with the international trends of ELT research, the Instructional effects research area still prevails. The number of studies on Assessment and Curriculum/Programme is relatively low compared with the number of courses in such areas. Also discussed are considerations for programme management, lecturers, and students. It is also recommended that all the courses offered be treated as a gateway to research opportunities in addition to teaching practice and professional practice improvement.

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Carcoba Falomir, Gloria A. "Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities." Intervention in School and Clinic 54, no. 4 (July 2, 2018): 212–18. http://dx.doi.org/10.1177/1053451218782422.

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Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing mathematical equations and implementing a myriad of cognitive processes that require conceptual knowledge. Diagrams are considered an effective and powerful visualization strategy because they help students see the hidden mathematical structure of the problem. The use of diagrams is recommended as students work toward more complex math concepts in middle school and high school.

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Kim, Dave, and Wendy M. Olson. "Using a Transfer-Focused Writing Pedagogy to Improve Undergraduates’ Lab Report Writing in Gateway Engineering Laboratory Courses." IEEE Transactions on Professional Communication 63, no. 1 (March 2020): 64–84. http://dx.doi.org/10.1109/tpc.2019.2961009.

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Buchwitz, Brian J., Catharine H. Beyer, Jon E. Peterson, Emile Pitre, Nevena Lalic, Paul D. Sampson, and Barbara T. Wakimoto. "Facilitating Long-Term Changes in Student Approaches to Learning Science." CBE—Life Sciences Education 11, no. 3 (September 2012): 273–82. http://dx.doi.org/10.1187/cbe.12-01-0011.

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Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students’ opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007–2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students’ high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to “think like a scientist” and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula.

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Sutton, Rebecca, Kate Lawrence, Elisabeth Zabel, and Paul French. "Recovery College influences upon service users: a Recovery Academy exploration of employment and service use." Journal of Mental Health Training, Education and Practice 14, no. 3 (May 13, 2019): 141–48. http://dx.doi.org/10.1108/jmhtep-06-2018-0038.

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Purpose The purpose of this paper is to provide an exploration of Recovery Academy influences upon employment and service use amongst individuals with lived experience of mental health difficulties. Design/methodology/approach The study utilised a questionnaire design over a nine-month period. Participants’ baseline and follow-up data were analysed to explore the influence of course attendance upon employment and service use. Findings At follow-up, there was a significant association between participants attending Recovery Academy courses and paid or self-employment (p<0.05). However, there were also no significant differences in service use over time between those who attended courses and those who did not attend any courses. Research limitations/implications Further research is required to explore the cost-effectiveness of the Recovery Academy. As participants were all enroled onto the Recovery Academy findings may not be generalisable to other Recovery Colleges. There is a need for more robust research such as a randomised controlled trial (RCT) to evaluate multiple Recovery Colleges and establish definitive conclusions as to their economic implications. Social implications There may be value in the Recovery Academy as a gateway to employment, speaking to the transformative powers of Recovery Colleges. The Recovery Academy may serve as a vehicle to support service users to obtain paid or self-employment, and thus promote community reintegration. Originality/value This paper offers an important contribution to the Recovery College literature, which remains limited in evaluative evidence, particularly regarding associated economic factors, such as employment and service use.

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Kogan, L., No author No author, S. Stewart, and R. Hellyer. "Perceptions of veterinary admissions committee members of undergraduate credits earned from community colleges or online compared to traditional 4-year institutions." Open Veterinary Journal 5, no. 2 (2015): 71. http://dx.doi.org/10.5455/ovj.2015.v5.i1.p71.

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Veterinary admission committees are asked to create and implement a fair, reliable, and valid system to select the candidates most likely to succeed in veterinary school from a large pool of applicants. Although numerous studies have explored grade point average (GPA) as a predictive value of later academic success, there has been little attention paid to how and where an applicant acquires his/her undergraduate coursework. Quality of academic program is an important component of applicant files, and it is suggested that the source of a candidate’s coursework might influence admissions committee decisions, perhaps even outside of the committee’s immediate awareness. Options for undergraduate education include taking classes at a traditional four-year institution, a community college, or online. This study provides an overview of the current state of online courses and community colleges in the US as a foundation to explore the views of veterinary admissions committee members pertaining to coursework completed at traditional residential 4-year schools or at community colleges and whether they are delivered on campus or online (at either type of institution). Survey participants reported a pattern of preference for traditional four-year residential coursework compared to online or community college courses. These results are interesting given the exponential growth of students taking online courses and data showing community colleges are providing a successful gateway to obtaining a four-year degree. This also points to the need for admission committees to discuss potential biases since the information about type of school and/or course may not be consistently available for all applicants. Finally, at a time when admitting a diverse class of students is a goal of many programs, it is of special concern that there are potential biases against courses taken online or from community colleges - venues that tend to draw a more diverse population than traditional 4-year universities.

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Yazel-Smith, Lisa, Andrew Merkley, Robin Danek, and Cynthia Stone. "Expanding The Indianapolis Cultural Trail: A Health Impact Assessment." Chronicles of Health Impact Assessment 3, no. 1 (June 4, 2018): 37–49. http://dx.doi.org/10.18060/22312.

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Background Health Impact Assessments (HIA) are a tool used to measure the effect of policies and/or projects that may influence the health of populations. As a way to increase HIA practitioners, university courses in HIA can benefit both students and community organizations by presenting real-world opportunities for students to conduct HIA while partnering with community organizations or policy makers. Methods In order to conduct the rapid HIA to assess the Indiana Cultural Train (ICT) expansion, students in a graduate-level course conducted a five step HIA process of screening, scoping, assessment, recommendations and reporting, and monitoring and evaluating three potential trail expansion routes. Students examined local health data, conducted walkability assessments, and conducted seven key stakeholder interviews to gather data. Results The results of data analysis show that the Riley Hospital Drive/Gateway Bridge is the best potential route for expansion due to safety considerations and the impact on the adjacent Ransom Place neighborhood. Six of the seven key informants were in favor of the expansion, with the two most cited reasons being additional space for exercise and recreation and the potential economic impact and connection to local businesses in the area. Conclusions The expansion across the proposed Gateway Bridge would combat parking issues associated with expanding the trail through Ransom Place as well as be the safest way to approach the large intersections. With local residents’ concerns of gentrification and safety in mind, the ICT trail expansion could lead to increased health outcomes by offering additional space for exercise, recreation, and active transportation.

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Cathleen Revlock, Therese, Kathleen Wiles, Eileen Kolich, Tamara Korenman, Sunil Chand, Eileen Kolich, and Ethel Ragland. "ADVANCING THE COMPLETION AGENDA IN ADULT DEVELOPMENTAL READING AT THE COMMUNITY COLLEGE LEVEL: A QUANTITATIVE RESEARCH STUDY." International Journal of Advanced Research 10, no. 04 (April 30, 2022): 881–916. http://dx.doi.org/10.21474/ijar01/14625.

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In order to assist community college students in completing their program of study at a more rapid pace, this quantitative, correlational study examined the effectiveness of acceleration as a method to help community college students complete the developmental reading sequence quickly and more successfully. Acceleration is a curricular redesign that includes challenging readings and assignments and reduces the number of required classes in the developmental sequence. Past research does not adequately measure student success in the current community college trend of securing the most efficient pathway possible for attaining an associates degree or career certificate. Students who scored 80 or higher on the post-course, COMPASS reading placement test skipped a developmental class and were eligible to take college-level gateway courses sooner, for the purpose of saving them time and money. Retention and grade-point-average of developmental reading students who pursued an accelerated path was compared to developmental reading students who followed the traditional, two-tiered course sequence to determine first year success. In the college of the study, findings indicated developmental reading intervention, regardless of model, was effective for the students who persisted, as measured by their literacy skill gains.

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Petterson, Michael N., Solaire A. Finkenstaedt-Quinn, Anne Ruggles Gere, and Ginger V. Shultz. "The role of authentic contexts and social elements in supporting organic chemistry students’ interactions with writing-to-learn assignments." Chemistry Education Research and Practice 23, no. 1 (2022): 189–205. http://dx.doi.org/10.1039/d1rp00181g.

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Student affect is an important factor in the learning process and may be especially important in gateway courses such as organic chemistry. Students’ recognition of the relevance of the content they are learning and interactions with their peers can support their motivation to learn. Herein, we describe a study focused on how Writing-to-Learn assignments situate organic chemistry content within relevant contexts and incorporate social elements to support positive student interactions with organic chemistry. These assignments incorporate rhetorical elements—an authentic context, role, genre, and audience—to support student interest and demonstrate the relevance of the content. In addition, students engage in the processes of peer review and revision to support their learning. We identified how the authentic contexts and peer interactions incorporated into two Writing-to-Learn assignments supported students’ interactions with the assignments and course content by analyzing student interviews and supported by feedback survey responses. Our results indicate that assignments incorporating these elements can support student affect and result in students’ perceived learning, but that there should be careful consideration of the relevance of the chosen contexts with respect to the interests of the students enrolled in the course and the complexity of the contexts.

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Journal articles on the topic 'Gateway Courses'

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