Relevant bibliographies by topics / Retention rates

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Retention rates'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Retention rates"

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Sorokina, Ekaterina I., Yuliya N. Gambeeva, Alexandra V. Glotova, and Lada D. Litvak. "Factors affecting MOOC retention rates." Izvestia: Herzen University Journal of Humanities & Sciences, no. 196 (2020): 194–202. http://dx.doi.org/10.33910/1992-6464-2020-196-194-202.

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Rickinson, Barbara, and Desmond Rutherford. "Increasing undergraduate student retention rates." British Journal of Guidance and Counselling 23, no. 2 (June 1, 1995): 161–72. http://dx.doi.org/10.1080/03069889500760181.

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Rickinson, Barbara, and Desmond Rutherford. "Increasing undergraduate student retention rates." British Journal of Guidance & Counselling 23, no. 2 (June 1995): 161–72. http://dx.doi.org/10.1080/03069889508253002.

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Blose, Gary. "Modeled Retention and Graduation Rates: Calculating Expected Retention and Graduation Rates for Multicampus University Systems." New Directions for Higher Education 1999, no. 108 (1999): 69–86. http://dx.doi.org/10.1002/he.10805.

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Webster, Allen L., and Vince E. Showers. "Measuring Predictors of Student Retention Rates." American Journal of Economics and Business Administration 3, no. 2 (February 1, 2011): 301–11. http://dx.doi.org/10.3844/ajebasp.2011.296.306.

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Morris, Don R. "Patterns of Aggregate Grade-Retention Rates." American Educational Research Journal 30, no. 3 (January 1993): 497–514. http://dx.doi.org/10.3102/00028312030003497.

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Sutton, Halley. "Communication key to boosting retention rates." Recruiting & Retaining Adult Learners 18, no. 2 (October 14, 2015): 12. http://dx.doi.org/10.1002/nsr.30104.

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Sutton, Halley. "Communication key to boosting retention rates." Enrollment Management Report 19, no. 6 (August 20, 2015): 12. http://dx.doi.org/10.1002/emt.30099.

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Vacari, Thaisa Camila, Jocilan Rodrigues Lara, Zoraidy Marques de Lima Lima, and Eduardo Beraldo de Morais. "Water quantity investigation of simulated green roofs in a tropical climate: influence of vegetation composition." E&S Engineering and Science 8, no. 2 (July 17, 2019): 2–14. http://dx.doi.org/10.18607/es201988046.

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Green roofs are recognized as a sustainable infrastructure to improve the environmental quality of cities. Among many benefits, green roofs reduce the rate and volume of runoff helping to improve rainwater management. This study investigated the runoff retention capacity of three pilot extensive green roof assemblies with different vegetation (grass, shrub and intercropping of the two plants). Rainwater runoff data were collected for 18 rainfall events that ranged from a minimum of 1.6 mm to a maximum of 157.9 mm. Average precipitation event retention efficiencies were 46.7, 59.7 and 61.6% for intercropped, shrub and grass green roofs, respectively, while the annual runoff retention rates were 43.8, 57.3 and 59.7%. The difference in retention rates for the green roofs with different vegetation was not statistically significant. The rainfall intensity influenced the retention rates, with the highest retentions for small events (<10.0 mm) followed by medium (10.0-24.9 mm). Retention was found to correspond significantly to rainfall depths. On the other hand, regression analysis failed to provide a relationship between retention and antecedent dry weather period (ADWP). The organic soil used as substrate appears to be the deciding factor for rainwater retention.
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Miller, M. David, and Robert L. Linn. "Cross-National Achievement with Differential Retention Rates." Journal for Research in Mathematics Education 20, no. 1 (January 1989): 28. http://dx.doi.org/10.2307/749096.

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Dissertations / Theses on the topic "Retention rates"

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Culligan, Michael. "Disability and community college retention rates." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-11102009-130632/.

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Thesis (Ph. D.)--Florida State University, 2009.
Advisor: Deborah Ebener , Florida State University, College of Education, School of Teacher Education. Title and description from dissertation home page (viewed on Mar. 24, 2010). Document formatted into pages; contains vii, 89 pages. Includes bibliographical references.
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Reed, Sheena L. "Retention and promotion rates of Naval female officers." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/26730.

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Phillips, Alana S. "Retention: Course Completion Rates in Online Distance Learning." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822741/.

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Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.
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Timilsina, Pallavi. ""Factors Influencing Retention Rates for Nurses in Nursing Homes"." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1533310217476947.

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Whiteman, Jo Ann. "FACTORS ASSOCIATED WITH RETENTION RATES IN CAREER AND TECHNICAL EDUCAT." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3070.

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There is a recognized state and national shortage of Career and Technical (CTE) teachers; in certain school districts or by subject area, it is defined as a "Critical Shortage". At the same time, both statewide and nationally, the number of teacher preparation programs for Career and Technical Education (CTE) teachers has decreased. To alleviate the shortage and increase access many Career and Technical Education (CTE) teacher preparation programs use the web. This study examined retention rates in courses from Fall 1997 through Fall 2003 within web-based courses in a CTE teacher preparation program at the University of Central Florida to identify factors associated with student retention. Three research questions emerged from the primary question: Are there factors associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? (a) Is gender associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? (b) Is ethnicity associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? and (c) Is age associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? Enrollees were non-admitted students seeking initial Career and Technical Education (CTE) school district certification as well as admitted students seeking state certification and/or a Bachelors degree. Of the 2371 enrollees in eleven (11) web-based courses during 74 course offerings from Fall 1997 through Fall 2003in a Career and Technical Education (CTE) teacher preparation program at the University of Central Florida, a large metropolitan public university, 92.1% were retained. Three demographic variables, gender, ethnicity and age were compared, to evaluate retention. The categorical data were analyzed using Chi Square Test of Independence.
Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction
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Ferko, Sarah Marie. "Using a Markov Model to Analyze Retention and Graduation Rates." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1398956713.

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Coughlin, Matthew F. "Development of a forecasting model of Naval aviator retention rates." Thesis, access online version, 1996. http://handle.dtic.mil/100.2/ADA308068.

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Turner, Russell S. "The impact of the military drawdown on USN aviator retention rates." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA298055.

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Repetylo, Anna H., and n/a. "Factors influencing retention rates in secondary schools within the Wollongong region." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061107.122538.

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Throughout the 1980s, there was a trend in Australia towards increased participation rates in post-compulsory education. This study examines factors that influence Year 12 retention rates in four Government secondary schools within the Wollongong Sub-Region. Factors that were thought to influence students to continue to Year 12 and sit for the New South Wales Higher School Certificate Examination included those related to Gender, Socio-economic (relating to occupation of parents, government financial assistance, and language background), Educational and Career. The study involved surveying over 400 Year 10 students in four schools by questionnaires. These schools were chosen for their geographical location and to include two schools with a history of high retention rates and two schools with low retention rates. The questions in the survey were incorporated with a larger survey conducted in 1989 by the Faculty of Education at the University of Wollongong under the coordination of Dr. Noeline Kyle ("Everyone expects you to know; A report on careers advice and industry attitudes towards female students in non-traditional study and work in the Illawarra", 1990). The questionnaire was piloted in 1988 and after seeking recommendations from students, teachers and the NSW Department of School Education Research Group, the survey was administered in 1989. The study used descriptive research methodology, and Chi-square analysis was used to establish significance levels in the data. With regard to gender, the data clearly demonstrated that female students were more inclined than male students to stay on to Year 12, and have positive reasons for their decision. Concerning Socio-Economic factors, the results of this study showed that students whose parents have a professional background are more likely to stay on to Year 12. In addition, the achievement of the Higher School Certificate as a preIV requisite for further study was a strong motivating factor for students staying on to Year 12. However, students in receipt of Austudy did not appear to relate in a statistically significant manner with any of the factors that influence the student to stay on to Year 12. As well, no statistical inference could be drawn from intention to sit for the HSC and the language most used at home by parents. With regard to educational factors, the responses from each of the four schools surveyed showed a high percentage (82 to 85%) of students intending to stay on to Year 12 and sit for the HSC examination. None of these schools had an appreciably higher proportion of students intending to sit the HSC exam. However, it was found that students from one particular school were more likely to undertake further study and students from this school had a high percentage of both parents with a professional occupation than any other school. The findings relating to career factors showed that students who have a professional career in mind are more likely to proceed to Year 12. It was also found that students who had school work experience in a professional occupation were more likely to proceed to Year 12. The study relates the survey findings to the research literature in Australia, and also includes a discussion of the limitations of the survey.
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Shaw-Gardow, Eric. "Exceptional admissions and retention rates for freshmen comparing athletes and non-athletes /." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005shaw-gardowe.pdf.

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Books on the topic "Retention rates"

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Commission, Illinois Commerce. Recommendations regarding economic development retention utility rates. Springfield, Ill: Illinois Commerce Commission, 1989.

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Reed, Sheena L. Retention and promotion rates of Naval female officers. Monterey, Calif: Naval Postgraduate School, 1991.

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Education, Ontario Ministry of. Ontario secondary school program innovations and student retention rates: 1920s-1970s. Toronto: Ontario Ministry of Education, 1988.

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Birnbaum, Michael. Renewing coverage in New York's Child Health Plus B program: Retention rates and enrollee experiences. New York: United Hospital Fund, 2003.

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Council, Further Education Funding. Benchmarking data 1995-96 and 1996-97: Retention and achievement rates in Further Education Colleges in England. Coventry: The Council, 1998.

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Council, Further Education Funding. Benchmarking data 1995-96 and 1997-98: Retention and achievement rates in Further Education Colleges in England. Coventry: Further Education Funding Council, 1999.

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Australia, Parliament House of Representatives Standing Committee on Employment Education and Training. The restless years: An inquiry into year 12 retention rates : report of the House of Representatives Standing Committee on Employment, Education, and Training. Canberra: Australian Govt. Pub. Service, 1989.

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Stamp, Robert M. Ontario secondary school program innovations and student retention rates, 1920s-1970s: A report to the Ontario study of the relevance of education and the issue of dropouts. Ontario: Ministry of Education, 1988.

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Cahoon, Caroline. Semesterisation: A motivator towards reducing non-completion rates and encouraging achievement within further education? : a cross comparison between semesterised and non-semesterised courses in relation to student retention and achievement. [s.l: The Author], 2000.

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Pulliam, Phillips Patricia, ed. Measuring ROI in the public sector: Ten case studies from the real world of training. Alexandria, Va: ASTD, 2002.

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Book chapters on the topic "Retention rates"

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Seidman, Alan. "How to Increase Retention and Graduation Rates." In Student Support Services, 1–20. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_35-1.

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Yeo, Ai Cheo, Kate A. Smith, Robert J. Willis, and Malcolm Brooks. "Modeling the Effect of Premium Changes on Motor Insurance Customer Retention Rates Using Neural Networks." In Computational Science - ICCS 2001, 390–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45718-6_43.

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Skinner, Cameron, and Patricia Riddle. "Expected Rates of Building Block Discovery, Retention and Combination Under 1-Point and Uniform Crossover." In Lecture Notes in Computer Science, 121–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30217-9_13.

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Rusinamhodzi, Leonard, James Njeru, John E. Sariah, Rama Ngatoluwa, and Phlorentin P. Lagwen. "Tillage effect on agronomic efficiency of nitrogen under rainfed conditions of Tanzania." In Conservation agriculture in Africa: climate smart agricultural development, 246–55. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781789245745.0014.

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Abstract Nitrogen (N) deficiency is a common feature in soils managed by smallholder farmers in Africa. Crop residue retention, in combination with no-till (NT), may be a pathway to improve agronomic use efficiency of applied N for small-scale farmers under the predominant rainfed conditions. This chapter reports on the results of a study carried out over two cropping seasons in the long rains of 2014 and 2015 on two sites: (i) on-farm (Mandela); and (ii) a research station (SARI) in eastern Tanzania. The experiment consisted of two tillage systems, conventional tillage (CT) and Conservation Agriculture (CA), with a minimum of 2.5 t ha-1 crop residue cover maintained in the plots during the experiment. CT consisted of soil inversion through tillage and removal of crop residues. In the on-farm experiment, maize was grown in plots with four rates of N application: 0, 27, 54 and 108 kg N ha-1. In the on-station trial, five rates were used: 0, 20, 40, 60 and 100 kg N ha-1. Maize yield and agronomic efficiency (AE) of N were used to assess and compare the productivity of the tested treatments. The results showed that tillage, soil type and rate of N application influenced crop productivity. In the clay soils, the differences between tillage practices were small. Under CT, AE ranged between 21.6 and 53.9 kg/kg N, and it was 20.4-60.6 kg/kg N under CA. The lowest fertilizer application rate of 27 kg ha-1 often had the largest AE across the soil types and tillage practices. In the on-station trials at SARI, the largest AE of 24.6 kg/kg N was recorded under CA with 40 kg N ha-1. As in the on-farm trials, the highest N application rate on-station did not lead to the largest AE. In the CT, AE ranged between 11.5 and 16.8 kg/kg N compared with a range of 15.1 to 24.6 kg/kg N for the CA treatment. Overall, crop residue retention, in combination with NT, is important to improve soil moisture and use efficiency of applied nutrients. Additionally, the initial soil fertility status is also important in determining the magnitude of short-term crop response to applied nutrients. Innovative pathways are needed to achieve the multiple objectives played by maize crop residues for results reported here to be sustainable. However, efficiency of nutrient use needs to be assessed, together with returns on investments, as small yields may mean high nutrient use efficiency but not necessarily significant increased returns at the farm level.
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Winstone, Julia. "Towards Gender Equality in the Solicitors’ Profession in England and Wales A Practical, Intersectional, Socio-legal Approach." In Towards Gender Equality in Law, 177–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98072-6_9.

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AbstractOver 30 years of initiatives to improve the career progression of women in the solicitors’ profession in England and Wales have failed to achieve gender equality in practice. Equality legislation from the 1970s onwards, has still not translated to equality for women solicitors in retention, progression, partnership and equal pay in private practice. Significant numbers of women have entered the profession and remained at junior levels since the 1970s, outnumbering male entrants since 1992-3 and practising men solicitors since 2017. A gap persists between participation rates for men and women, with the number of women active in the profession reducing with age and experience. This chapter presents a practical, intersectional, socio-legal approach to overcome the barriers faced by many women solicitors, based on current issues identified by practising, non-practising solicitors and left professionals. Practical initiatives are developed to effect meaningful change in practice to maximise opportunities available for all.
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Norman, Helmi, Norazah Nordin, Melor Md Yunus, Harwati Hashim, and Nor Hafizah Adnan. "Retention Rates in MOOCs." In The Impact of MOOCs on Online Education in Malaysia and Beyond, 196–203. Routledge, 2019. http://dx.doi.org/10.4324/9780429398476-16.

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"Improving Response Rates and Retention." In The Practice of Survey Research: Theory and Applications, 160–71. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2016. http://dx.doi.org/10.4135/9781483391700.n9.

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Waite, Bridgette, and Elsa-Sofia Morote. "Hiring Practices, Uses of Social Media, and Teacher Retention Differences." In Research Anthology on Strategies for Using Social Media as a Service and Tool in Business, 466–79. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9020-1.ch024.

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This study assesses the differences between teacher retention rate and human resource (HR) managers' hiring practices, self-efficacy. Their use of social media websites (Facebook, LinkedIn, and Twitter) for hiring was evaluated. Turnover of teachers with fewer than 5 years of experience was gathered from New York State Education Department (NYSED) database. New York State schools were separated by high and low teacher retention rates. A Likert Scale Survey with one open ended question was sent to school districts HR managers. An independent sample t test was used to determine the differences between high and low teacher retention rates. A content analysis is presented using the responses to the open-ended question. Findings indicated that less than half of the HR managers used social media in the hiring process. No significant differences between teacher retention rates, HR managers' practices, and HR self-efficacy was found.
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Waite, Bridgette, and Elsa-Sofia Morote. "Hiring Practices, Uses of Social Media, and Teacher Retention Differences." In Maximizing Social Science Research Through Publicly Accessible Data Sets, 275–92. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3616-1.ch012.

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This study assesses the differences between teacher retention rate and human resource (HR) managers' hiring practices, self-efficacy. Their use of social media websites (Facebook, LinkedIn, and Twitter) for hiring was evaluated. Turnover of teachers with fewer than 5 years of experience was gathered from New York State Education Department (NYSED) database. New York State schools were separated by high and low teacher retention rates. A Likert Scale Survey with one open ended question was sent to school districts HR managers. An independent sample t test was used to determine the differences between high and low teacher retention rates. A content analysis is presented using the responses to the open-ended question. Findings indicated that less than half of the HR managers used social media in the hiring process. No significant differences between teacher retention rates, HR managers' practices, and HR self-efficacy was found.
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Stefaniak, Jill, Jilian L. Reynolds, and Tian Luo. "Improving Classroom Management and Teacher Retention." In Advances in Human Resources Management and Organizational Development, 201–26. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0054-5.ch011.

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This case explores how a needs assessment was conducted at a middle school experiencing high rates of teacher turnover. Pamela Frost, an experienced instructional designer, was assigned to assess the situation and identify opportunities to improve professional development opportunities for the teachers. As a part of a needs assessment, Pamela gathered data to address needs pertaining to classroom management challenges, teacher attrition rates, and establishing relations with the local community. This case explores how Pamela gathered data and triangulated her findings to determine what interventions were needed.
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Conference papers on the topic "Retention rates"

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Kammerer, Susanne. "High retention rates after switching between infliximab biosimilars." In ACR Convergence 2022, edited by Rachel Giles. Baarn, the Netherlands: Medicom Medical Publishers, 2022. http://dx.doi.org/10.55788/f299ddd4.

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Horvath, Daniel Marton, Roland Molontay, and Mihaly Szabo. "Visualizing Student Flows to Track Retention and Graduation Rates." In 2018 22nd International Conference Information Visualisation (IV). IEEE, 2018. http://dx.doi.org/10.1109/iv.2018.00064.

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Teusner, Ralf, Christoph Matthies, and Thomas Staubitz. "What Stays in Mind? - Retention Rates in Programming MOOCs." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658890.

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McBride, Craig. "COMPARING EFFECTIVE TEACHER INDUCTION PROGRAM COMPONENTS AND RETENTION RATES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1920.

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Carnegie, Dale A., and Craig A. Watterson. "Improving retention rates at first year for modern engineering students." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654400.

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Wen-bing Chen, Meng Tian, Ran-ran Wang, and Feng Liu. "Shortcut nitrification rates at different aeration and sludge retention time." In 2011 International Conference on Remote Sensing, Environment and Transportation Engineering (RSETE). IEEE, 2011. http://dx.doi.org/10.1109/rsete.2011.5965511.

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"Retention Rates, Re-investment and Depreciation in European Office Markets." In 9th European Real Estate Society Conference: ERES Conference 2002. ERES, 2002. http://dx.doi.org/10.15396/eres2002_119.

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Strangfeld, A., L. Baganz, P. Herzer, J. Braun, A. Gräßler, and A. Zink. "THU0192 Retention rates for etanercept: comparing the original with a biosimilar." In Annual European Congress of Rheumatology, EULAR 2018, Amsterdam, 13–16 June 2018. BMJ Publishing Group Ltd and European League Against Rheumatism, 2018. http://dx.doi.org/10.1136/annrheumdis-2018-eular.5231.

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Reis, Ricardo. "Research Experience as a Way to Improve Retention and Graduation Rates." In 2022 IEEE International Symposium on Circuits and Systems (ISCAS). IEEE, 2022. http://dx.doi.org/10.1109/iscas48785.2022.9937855.

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Acosta, Tania, Antonio Proaño, Felipe Navas, and Sergio Luján-Mora. "PEDAGOGICAL FACTORS AFFECTING RETENTION RATES OF FIRST-YEAR ENGINEERING STUDENTS: A SYSTEMATIC MAPPING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0737.

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Reports on the topic "Retention rates"

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Pickett, Dayton S., David A. Smith, and Eleanor G. Feldbaum. Increasing Reserve Component Nurse Accession and Retention Rates. Fort Belvoir, VA: Defense Technical Information Center, May 1990. http://dx.doi.org/10.21236/ada228971.

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Castro, Carl A., and Ann H. Huffman. Predicting Retention Rates of U.S. Soldiers Stationed in Europe. Fort Belvoir, VA: Defense Technical Information Center, May 2002. http://dx.doi.org/10.21236/ada401701.

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Phillips, David, and Neil Amin Smith. The business rates revaluation, appeals and local revenue retention. Institute for Fiscal Studies, March 2017. http://dx.doi.org/10.1920/bn.ifs.2017.0193.

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Amin Smith, Neil, David Phillips, and Polly Simpson. Spending needs, tax revenue capacity and the business rates retention scheme. The IFS, March 2018. http://dx.doi.org/10.1920/re.ifs.2018.0141.

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Cappers, Peter, and Rich Scheer. American Recovery and Reinvestment Act of 2009: Final Report on Customer Acceptance, Retention, and Response to Time-Based Rates from Consumer Behavior Studies. Office of Scientific and Technical Information (OSTI), March 2018. http://dx.doi.org/10.2172/1424221.

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Cappers, Peter, Liesel Hans, and Richard Scheer. American Recovery and Reinvestment Act of 2009. Interim Report on Customer Acceptance, Retention, and Response to Time-Based Rates from the Consumer Behavior Studies. Office of Scientific and Technical Information (OSTI), June 2015. http://dx.doi.org/10.2172/1236783.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Zhang, Chen qi, Xueyang Bai, Yong Wan, Hongyan Li, and Hongbin Sun. Efficacy, safety, and retention rate of extended-release divalproex versus conventional delayed-release divalproex: A protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0090.

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Review question / Objective: We aim to systematically examine and compare the efficacy, safety and retention rate of ER divalproex (VPA-ER) and conventional DR divalproex (VPA-DR) on patients with epilepsy. Condition being studied: To our knowledge, comparison and conversion studies about VPA-ER and conventional VPA-DR are lacked. Small-sample studies analyzing the safety and efficacy of VPA-ER in different populations remain controversial. Therefore, this study aims to systematically review the safety, efficacy and retention rate of VPA-ER and VPA-DR by meta-analysis.
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Simpson, Polly, David Phillips, and Neil Amin Smith. 100% business rate retention pilots: what can be learnt and at what cost? Institute for Fiscal Studies, April 2018. http://dx.doi.org/10.1920/bn.ifs.2018.bn0233.

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Fluhr, Robert, and Volker Brendel. Harnessing the genetic diversity engendered by alternative gene splicing. United States Department of Agriculture, December 2005. http://dx.doi.org/10.32747/2005.7696517.bard.

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Our original objectives were to assess the unexplored dimension of alternative splicing as a source of genetic variation. In particular, we sought to initially establish an alternative splicing database for Arabidopsis, the only plant for which a near-complete genome has been assembled. Our goal was to then use the database, in part, to advance plant gene prediction programs that are currently a limiting factor in annotating genomic sequence data and thus will facilitate the exploitation of the ever increasing quantity of raw genomic data accumulating for plants. Additionally, the database was to be used to generate probes for establishing high-throughput alternative transcriptome analysis in the form of a splicing-specific oligonucleotide microarray. We achieved the first goal and established a database and web site termed Alternative Splicing In Plants (ASIP, http://www.plantgdb.org/ASIP/). We also thoroughly reviewed the extent of alternative splicing in plants (Arabidopsis and rice) and proposed mechanisms for transcript processing. We noted that the repertoire of plant alternative splicing differs from that encountered in animals. For example, intron retention turned out to be the major type. This surprising development was proven by direct RNA isolation techniques. We further analyzed EST databases available from many plants and developed a process to assess their alternative splicing rate. Our results show that the lager genome-sized plant species have enhanced rates of alternative splicing. We did advance gene prediction accuracy in plants by incorporating scoring for non-canonical introns. Our data and programs are now being used in the continuing annotation of plant genomes of agronomic importance, including corn, soybean, and tomato. Based on the gene annotation data developed in the early part of the project, it turned out that specific probes for different exons could not be scaled up to a large array because no uniform hybridization conditions could be found. Therefore, we modified our original objective to design and produce an oligonucleotide microarray for probing alternative splicing and realized that it may be reasonable to investigate the extent of alternative splicing using novel commercial whole genome arrays. This possibility was directly examined by establishing algorithms for the analysis of such arrays. The predictive value of the algorithms was then shown by isolation and verification of alternative splicing predictions from the published whole genome array databases. The BARD-funded work provides a significant advance in understanding the extent and possible roles of alternative splicing in plants as well as a foundation for advances in computational gene prediction.
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