Browsing by Subject "Retention"

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Application of surfactant-polymer enhanced oil recovery in a high- salinity, high-temperature carbonate reservoir
(2021-07-20) Alshaer, Hassan Jassim; Mohanty, Kishore Kumar
As the world energy demand increases, and the discovery of new conventional reservoirs diminishes, the need of using enhanced oil recovery (EOR) methods, such as chemical flooding, grows. A widely used type of chemical EOR is surfactant-polymer flooding (SP). In SP flooding, a surfactant reduces the interfacial tension between oil and water to ultra low values, allowing residual oil to be mobilized and recovered. On the other hand, polymer increases the viscosity of the SP slug, thus providing better sweep efficiency than waterflooding. This EOR method shows promising results in clastic formations. Although SP flooding works well in sandstone reservoirs, it faces major drawbacks when applied in high-temperature, high-salinity carbonate formations. Such harsh environment leads to both surfactant and polymer degradation. Moreover, because of the positive charge of carbonate surfaces and the large concentration of divalent cations, large surfactant retention occurs. Here we present the performance of a novel SP formulation that achieves ultra-low interfacial tension between oil and water at injected brine salinity of 57,000 ppm, with lower surfactant retention than current retention values in carbonates. We conducted four core-flooding experiments in Indiana limestone cores at 100°C to evaluate the performance of the SP formulation in recovering residual oil. The formulation consists of carboxylates, internal olefin sulfonates and lauryl betaine surfactants. A mixture of dead oil and 20 wt.% toluene was used to represent the live oil at ambient pressure. The first three core floods recovered 75.5%, 72% and 71% respectively. However, when 1wt% NaPA was injected before the chemical flood in the fourth experiment, 90% of the original oil-in-place was recovered, reducing the residual oil to only 4.5%. We found that the optimum SP slug size is 0.39PV at which the surfactant retention is 0.29mg/g-rock. In addition, reducing the frontal velocity to 0.5ft/day resulted in doubling the retention. The moderate surfactant retention makes SP flooding in carbonates feasible because less surfactant is needed to reach ultra-low interfacial tension. This new formulation enables application of SP flooding in high-temperature, high-salinity carbonate reservoirs, which, in return, will increase ultimate oil recovery from conventional reservoirs
Close but no credit : a mixed-methods study of the who, what, and why of late course withdrawal
(2023-05-01) Johnson, Emily Amanda; Reddick, Richard ,1972-; Alvarado, Cassandre G; Green, Terrance L; Schudde, Lauren
Course withdrawals result in the average college student taking 13 more credit hours to graduate than needed. Also, course withdrawals cost the U.S. $6.5 billion annually. This tremendous waste causes decreases in available seats and funding for incoming students. However, there are fewer than twenty peer-reviewed studies on course withdrawal over the past fifty years. This study builds on prior research to broaden the field of retention literature. Considering that course withdrawal is likely a sign of academic or personal struggle, higher education professionals should view a course drop as a risk factor for attrition. Further, by understanding the course withdrawal experience, administrators can predict which students might consider withdrawing from a course and deploy preventive measures in a timely fashion. Public Research University (PRU) permits undergraduate students to drop a course after the standard drop deadline and up until the last day of classes once during their degree. This seven-year-old Late Course Withdrawal (LCW) policy has not been analyzed qualitatively to date, and only one prior study examined the timing aspect of course withdrawal. This study employed a sequential, mixed-methods design within a phenomenometric methodology to identify how LCW relates to on-time (four-year) graduation, which students are more likely to use the LCW, which courses students are more likely to use the LCW to drop, and why students use their LCW. Statistical analyses — primarily stepwise logistical regressions — revealed that LCW usage, particularly in the first year, was related to a reduced likelihood of on-time graduation. Male students, students of color, students with lower SAT scores, students in STEMB colleges, and students in the undecided, undeclared college were more likely to use their LCW in the first two years of college. Students with lower cumulative GPAs were more likely to use their LCW in every semester. LCWs were more likely to be used on STEMB courses and non-major-department courses. Focus group participants identified thirty-five reasons for dropping courses, including nine reasons specifically related to using their LCW. Both sets of reasons fall under five larger areas for intervention: instructional support, advising support, health/wellbeing support, learning support, and administrative support. Every participant noted multiple reasons for withdrawal indicating interactive effects between reasons. The findings of this study translate into recommendations for practice and future research that will help reduce the incidence of late course withdrawals.
Developmental students' levels of engagement and student success in two-year institutions : a study of a suburban community college in Texas
(2011-08) Sesay, Marie; Bumphus, Walter G.; Roueche, John; Northcutt, Norvell; Muller, Chandra; Johnson, Dreand
The need for development education for first year community college students is a growing trend and has a variety of solutions. Engagement and retention of these students is vital to the success of the student and the college in which they attend. Taking developmental education courses should not be repetitive hurdles for a college student. This study is to establish the level of engagement of community college students who are enrolled in developmental education compared to students not enrolled in developmental education and their levels of success. The study evaluates administrative practices that engage developmental students in 2-year institutions. This study aims at increasing successful outcomes in developmental education students through research. The study of levels of engagement, retention, successful strategies and academic support may be the determining factor of success of developmental education students and the 2-year institution in which they are enrolled. Quantitative analysis will determine if there are significant differences in the engagement levels among first year developmental education students versus first year viii non-developmental college students within 2-year institutions and what institutional practices or academic support initiatives support developmental students’ engagement in 2-year institutions. The instrument used was the 2009 SENSE (Survey of Entering Student Engagement). This tool assists colleges to focus on the “front door” of the students’ college experience. This study uses an independent sample t-test to analyze the responses of students currently enrolled in developmental education courses versus students enrolled in non-developmental courses. The SENSE Survey was administered to students at 120 member community colleges during the fourth and fifth week of the fall 2009 semester. Fall 2009 was the first national administration of the survey. A 20- year community college system in suburban Houston, TX was specifically examined. This study determines the significance of implementation of successful programs and academic support procedures to enhance the college experiences and performance of students enrolled in developmental education, increases more efficient use of college resources, and assists students to complete developmental courses to persist into college level courses.
The effects of grade-level retention in the early grades
(2013-12) Sigafoos, Lisa Lynne; Flower, Andrea L.
Policies are increasing the pressure for students to gain grade-level mastery. For example, federal legislation mandates that all children are able to read by third grade. This increased demand on teachers and schools has lead to more students being retained, especially in the early grades. Researchers have studied the effectiveness of retention, in the early elementary grades, in order to establish the immediate and later effects on academics, behavior development, and special education participation. Through an extensive search and analysis it was determined that retention has a largely negligible impact on student performance and has been unsuccessful in closing the achievement gap. Implications, limitations, and future research are discussed.
Evaluating the impact of the Hispanic Scholarship Consortium
(2010-12) Garza-Nyer, Eva Maria; Roueche, John E.; Bumphus, Walter; Reddick, Richard; Calzada, Lucio; Cantu, Norma
This study examines the Hispanic Scholarship Consortium (HSC), a scholarship program in Central Texas that serves Hispanic college students. This study analyses trends in awarding and persisting with the program. A better understanding of what influences persistence rates can help scholarship programs in implementing policies to increase college completion rates. The findings can assist programs identify needed changes to improve scholarship application and award processes. These results can also help programs assist scholars during their college careers by identifying at-risk students early on and developing supportive practices to promote student persistence. Additionally, scholarship organizations can utilize metrics to identify long-term trends among their scholarship recipients for ongoing program evaluation and enhancement. This mixed method study utilizes both quantitative and qualitative research methods by analyzing student focus group data along with HSC program data. Quantitative analysis is used to determine predictors of persistence in the HSC program. The qualitative analysis results are used to find themes regarding students’ perception of HSC offerings. The study focuses on college students who receive scholarships from the HSC. It examines the relationship between persistence in HSC with student factors such as high school and college grade point average (GPA), gender, college major, college type, first generation status, low-income status, citizenship, high school graduates from schools with more than 35% free and reduced lunch (F&RL) population, and scholarship award amount. Additionally, it examines the relationship between scholarship award amount and student factors. Ultimately, this study provides insights for best practices in scholarship programs. The findings will contribute to a better understanding of scholarship programs and their potential for influencing persistence and college graduation rates. The knowledge gained should not only benefit HSC, but also provide recommendations for other scholarship programs and possibly a state supported initiative.
Experimental parameter analysis of nanoparticle retention in porous media
(2010-08) Caldelas, Federico Manuel; Bryant, Steven L.; Huh, Chun
With a number of advantages hitherto unrecognized, nanoparticle-stabilized emulsions and foams have recently been proposed for enhanced oil recovery (EOR) applications. Long-distance transport of nanoparticles is a prerequisite for any such EOR applications. The transport of the particles is limited by the degree to which the particles are retained by the porous medium. In this work, experiments that quantify the retention and provide insight into the mechanisms for nanoparticle retention in porous media are described. Sedimentary rock samples (Boise sandstone and Texas Cream limestone) were crushed into single grains and sieved into narrow grain size fractions. In some cases, clay (kaolinite or illite) was added to the Boise sandstone samples. These grain samples were packed into long (1 ft – 15 ft) slim tubes (ID = 0.93 cm) to create unconsolidated sandpack columns. The columns were injected with aqueous dispersions of silica-cored nanoparticle (with and without surface coating) and flushed with brine. The nanoparticle effluent concentration history was measured and the nanoparticle recovery was calculated as a percentage of the injected nanoparticle dispersion. Fifty experiments were performed in this fashion, varying different experimental parameters while maintaining others constant to allow direct comparisons between experiments. The parameters analyzed in this thesis are: specific surface area of the porous medium, lithology, brine salinity, interstitial velocity, residence time, column length, and temperature. Our results indicate that retention is not severe, with an 8% average of the injected amount, for all our experiments. From the parameters analyzed, specific surface area was the most influential variable, with a linear effect on nanoparticle retention independently of lithology. Salinity increased nanoparticle retention slightly and delayed nanoparticle arrival. Velocity, residence time and length are coupled parameters and were studied jointly; they had a minor effect on retention. Temperature had a marginal effect, as we observed an approximate 2% increase in retention at 80°C compared to 21°C. Both surface coated and bare silica nanoparticles were successfully transported, so surface coating does not appear to be a prerequisite for transport for the particle and rock systems studied.
The impact of community college initiatives on black males at St. Philip's college : an evaluation of retention, completion, and student engagement efforts
(2011-08) Hancock, Anthony, 1956-; Bumphus, Walter G.; Roueche, John E.; Northcutt, Norvell; Brown, Anthony L.; Contreras, Adriana
Black males continue to struggle when faced with the challenge of seeking a college education (Cuyjet, 1997, 2006; Mincy, et al 2006; Schott, 2006). Currently, they lag behind in college and university participation as compared to other gendered groups as well as their White and Asian counterparts (Cuyjet, 2006; Bush & Bush, 2010). As with every promising Black male community college student, there are barriers to enrollment and completion, e.g., first-generation and first-time-in-college, previous high school academic and disciplinary experiences, peer pressure, family dynamics, financial considerations and social environments serving as barriers to enrollment and completion. Despite these barriers, many Black males students make it to college. However, they often have difficulty remaining in the educational system long enough to complete their certificates and/or degrees. Although, there are many quality community college and university programs designed to increase the overall success of students “prior to” and “during” enrollment, regrettably, many colleges that facilitate outreach and retention efforts do little by way of accountability. Statistical monitoring for evaluation purpose is mixed. Adequate records of how Black males are performing in and apart from college are important for educational institutions as they consider developing specialized programs for minority sub-group participation, engagement, and success. Furthermore, unengaged Black males, and those attempting to aid them, have varying viewpoints as to the type and priority of programs designed to include Black male participation in postsecondary education. This study will examine Black males’ perspectives versus institutional engagement strategies relative to participation, engagement, and successes that influence Black males Men on the Move program at St. Philip’s College. Moreover, the study will furthermore investigate outreach and retention efforts for Black males that were developed by the St. Philip’s College.
Increasing retention among first-year engineering students through a hands-on calculus module
(2015-08) Deram, Mathew Robert; Crawford, Richard H.; Marshall, Jill A
To increase understanding and accessibility of the field of engineering by the public, it is in the interest of engineering programs at the university level to increase retention levels of engineering students, with a higher priority given to underrepresented groups of students. Some universities report that many first-year engineering students leave engineering programs not because of the difficulty of the engineering classes, but because of the difficulty of the prerequisite or corequisite advanced calculus classes. These classes are often taught through mathematics departments and incorporate little to no engineering context. The goal of the Science, Technology, Engineering, and Mathematics Talent Expansion Program at The University of Texas at Austin is to develop and incorporate engineering modules into the calculus course sequence so that engineering students will have opportunities to directly apply what they are learning in calculus to engineering topics. In this report we discuss the process for selecting a calculus topic that is historically challenging for students--solids of revolution--and the creation of an engineering module to help students better understand how calculus is applicable to this topic. The module will center on the engineering design process and is appropriate for first-year engineering students enrolled in calculus I or II, or its equivalent. This module was submitted to current graduate engineering students to obtain feedback. The results are then discussed and suggestion made to improve its efficacy in a calculus class for engineering students.
The lived experience of choosing nursing as a profession
(2014-12) Polinard, Elizabeth Lee; Volker, Deborah L.
The aim of this phenomenological study was to examine the lived experience of choosing professional nursing as a career and to explore the impact that public perception of nursing had on this choice for purposes of informing effective recruitment and retention strategies. Semi-structured interviews of 10 nurses who had been practicing between 11 months and two years were conducted. Five themes emerged from the data: Up Close and Personal/Exposure and Connection, The Image of Nursing, The Conflict Inherent in Nursing, Recruitment and Retention and the Work Environment. From these themes a description of the lived experience of choosing a career in nursing was formed. For these participants, the choice of nursing as a career bespoke a passion that had been affected—but not yet eclipsed—by conflict, compromised fulfillment, and the internalization of nursing and gendered stereotypes directly influenced by the image of nursing. Recommendations involved proposals for the support and preservation of the passion for the profession newer nurses demonstrate as well as health policy initiatives for programs, including a new ad campaign for nursing, that would expose the public to the value of a career in nursing and educate them about the significance and complexities of nursing practice.
A look at engagement strategies that promote persistence and retention of entering students at the Community College of Qatar
(2011-08) Tamimi, Abdulnassir; Cantú, Norma V., 1954-; Bumphus, Walter G.; Roueche, John E.; Tyler, Arthur Q.; Silva, Rito
According to Tinto (2000a), institutions have fewer retention and persistence problems when their students are not only academically prepared, but are also engaged on campus as well as satisfied with the resources and support provided by the college. A student that has a positive first semester experience is more likely to achieve academic success and re-enroll the following term. The purpose of this study was to explore the differences in experiences, perceptions, expectations, and engagement levels of entering male versus female students and returning male versus returning female students at the gender-segregated Community College of Qatar during the first three to six weeks at the college. The study also attempted to determine if any student support services such as advising, tutoring, counseling, new student orientation program, and participation in student activities were useful and had any influence in promoting student engagement. Data were analyzed using descriptive statistics. For entering male and female students survey responses were classified using questions from five Survey of Entering Student Engagement (SENSE) benchmarks: (1) Engaged Learning (2) Early Connections (3) Clear Academic Plan and Pathway (4) Academic and Social Support Network and (5) Effective Track to College Readiness. While questions from four Community College Survey of Student Engagement (CCSSE) benchmarks: (1) Active and Collaborative Learning (2) Student Effort (3) Support for Learners (4) Student-Faculty Interaction were used for returning male and female students. One-Sample t-tests were run to determine if significant differences in engagement levels existed between the four independent groups for each of the benchmark categories. Cohen’s d calculations were used to measure the effect size and the standardized differences between the means of the variables. For the purpose of this study, Cohen’s d effect size of 0.35 or higher was used as the criteria for interpreting statistically significance. The results of this study revealed entering and returning female students reported statistically higher engagement levels than entering and returning male students in most of the variables indicating that they are more likely to utilize student support services at higher frequencies and have a more positive first semester experience than their counterparts.
Organizational fit and turnover in the construction industry : exploring the impact of job characteristics among junior professionals
(2018-12-07) Choi, Seogjae; Faust, Kasey M.; Borcherding, John D.
Researchers have proved that employees who have the intention to quit the organization - turnover intention have decreased productivity and may not fulfill their duties. Turnover intention may be affected by the relationship between the employee and the organization, known as person-organization (PO) fit, and characteristics that a job contains. As the construction industry has distinctive characteristics (e.g., project-based, many uncertainties, various stakeholders), it needs to be separately considered with other industries in regards to turnover intention. The purpose of this research is to identify which construction industry characteristics have a relationship with PO fit and turnover intention. High salary is often effective to reduce turnover intention but may be hard to adopt by companies; therefore, this study focuses on non-monetary characteristics, including skill variety, task identity, task significance, autonomy, workload, work location, and job security. As far as turnover is concerned, younger professionals of the construction industry are more affected by the non-monetary factor as compared to the older employees. With this in mind, the study is focused on the current employees who are under 35 years old and have less than five years of experience in the current organization. This study deploys a questionnaire composed of four scales: (1) the characteristics of the construction industry, (2) PO fit, (3) intention toward turnover, and (4) demographic factors such as gender, age, education, employment status, tenure, work location, accommodation, and job preference. Analyses include descriptive statistics, analysis of variance, and regression analysis. Results indicate that how to assign an employee to a place of work (i.e., HQ, regional office, or a specific project) and a variety of different activities required by the job are associated with PO fit. Notably, PO fit is a predictor of turnover intention. Based on the results, by assigning employees to a place of work by justified processes and avoiding that the job becomes simple and repetitive, construction companies may increase employee’s retention (the opposite to turnover)
Perceived experiences that positively contribute to high-achieving African American male student success at a large urban community college
(2017-09-28) Grays, Shantay Renee; Cantu, Norma V., 1954-; Saenz, Victor B; Ovando, Martha N; Reddick, Richard J
Perceived Experiences That Positively Contribute to High-Achieving African American Male Student Success at a Large Urban Community College Shantay R. Grays, Ed.D. The University of Texas at Austin, 2017 Supervisor: Norma V. Cantu Over the past two decades there have been increasing concerns about the steady decline in higher education attainment levels of African American males. There is extant literature that on African American male academic achievement and success in four-year institutions from a deficit model perspective. There is little research on high-achieving African American male students, specifically in community colleges. This study examined the lived experiences of six high-achieving African American male students enrolled in a large urban community college. The research study brings to light the perspectives of academically successful young men as well as their interpretations and understandings of how their lived experiences contributed to their academic development and success. This qualitative study responded to the following research questions: (1) What secondary school experiences do high-achieving African American males perceived as contributing to their academic success? (2) What personal experiences do high-achieving African American males perceive as contributing to their academic success in a large urban community college? (3) What institutional programs or services do high-achieving African American males perceive as contributing to their academic success in a large urban community college? The participants were 6 high-achieving African American and Black males attending a large urban community college located in in the Texas Gulf Coast region. Data were collected through semi-structured interviews. The analysis of the data yielded ten major themes (1) College Preparation, (2) High School Peer Influence, (3) Extracurricular Activity Participation, (4) Self-Motivation, (5) Family Interactions, (6) Adjustment to College, (7) Engagement, (8) Participation in Student Organizations, (9) Leadership Development Programs, and (10) Academic Support Services. The information gleaned from this study may contribute to the scarce body of knowledge that examined factors that contribute to the academic success for high-achieving African American men in a community college.
Predictors of instrumental music enrollment : how school policies may influence retention in Title I and non-Title I public schools
(2013-12) Chappell, Elizabeth Whitehead; Costa-Giomi, Eugenia; Scott, Laurie
The purpose of this study was to (1) examine the academic and demographic characteristics of 6th-grade instrumental music students attending selected public schools of contrasting socioeconomic backgrounds, (2) examine the retention patterns of students who were required to enroll in 6th-grade instrumental music compared to those who elected to do so, and (3) construct a predictive model of student retention in middle school instrumental music programs. Individual student data (N = 1052) were gathered from beginning instrumental 6th-grade programs at selected schools in a large, urban school district in Texas. Data included students’ 5th and 6th standardized test results, 7th-grade class schedules, and demographic information. Data were analyzed according to the 6th-grade campus the students attended (Title I/non-Title I) and the type of school (elementary school with required music programs or middle school with elective music programs) to identify demographic and academic factors associated with 6th-and 7th-grade music participation. I examined students’ schedules for retention patterns associated with individual school scheduling and academic remedial policies. I used logistic regression to develop predictive models of retention based on the following factors: gender, ethnicity, special education, at-risk, gifted, 5th and 6th-grade standardized test results, 5th-grade campus and pre-AP enrollment. Only the 6th-grade standardized tests, either math or reading, predicted retention in instrumental music in all of the school settings. Ethnicity, at-risk, and 5th-grade standardized tests did not predict retention in any school setting. Each school setting was unique in the factors that predicted instrumental music retention. For example, in the Title I setting, giftedness and 6th-grade reading test results predicted retention whereas in the non-Title I setting, gender, pre-AP enrollment and 6th-grade math results predicted retention. I also observed that 6th-grade required music programs were, by default, more inclusive than elective programs, and that the diversity in the student population of the 6th-grade required programs was maintained during the 7th-grade when music became elective. Results from this study suggest that offering only one elective choice per year may exclude access to music education for low academic achievers and reduce enrollment in music ensembles.
Principal burnout prevention: a program evaluation of a principal stress, burnout, and self-care strategy program
(2024-05) Brandt, Thomas Lyle ; Sylvia R. Reyna; Pedro Reyes; paul.cruz@austin.utexas.edu
Principal burnout and churn negatively impact teacher retention and student achievement. The principal retention problem has led to programs to help principals gain resilience and reduce burnout. This program evaluation aimed to discover the effectiveness of the Principal Impact Collaborative (PIC) over time and which strategies reduce principals’ chances of burnout. The purpose was to evaluate the short- and long-term effectiveness of the PIC program and what strategies reduced principals’ chances of burnout. The research questions were: (a) What is the short and long-term impact of the techniques taught to principals in this program? (b) What can be learned about investing in programs like PIC to have a long-lasting impact on principal retention and school success? (c) To what extent do principals report consistency in the implementation of the program? I applied an explanatory sequential design to this mixed-method program evaluation. Stage I collected 24 anonymous surveys from former PIC participants to measure compassion satisfaction and burnout. The data were used to describe the outcomes of the program quantitatively. Stage II involved interviewing five elementary, five middle, and five high school principals about their PIC experiences and what they have gained from the program. The data from the two stages were triangulated. The quantitative data showed that PIC principals have compassion satisfaction and lack burnout, which supports the stated goals and products of the PIC program. The qualitative data demonstrated four major thematic findings about the PIC program among the 15 principals: (a) builds resiliency, (b) benefits participants with a cohort model, (c) promotes design thinking, and (d) shows consistency in program implementation. The program evaluation showed that the PIC program achieved its goal of building resilience and provided toolkit-building skills that reinforced the findings in the literature. The PIC program positively affects principal retention and longevity and improves compassion satisfaction and burnout outcomes. Additional action and research are needed because principal retention is a national crisis impacting countless students and their school communities. Further research and policy development could ensure every school in the nation has a resilient principal prepared to take on the ever-changing challenges of this essential educational leadership role.
Promoting development of cultural capital : an intervention study for the retention of Latino college students at a predominantly White university
(2013-08) Argueta, Nanci Lisset; Ramírez, Manuel, 1937-
Current literature on Latino college student retention and attrition suggests that Latinos as a whole are becoming more successful at gaining admission to institutions of higher education. However, there is a need for support, guidance, and mentorship in order to ensure success once admitted. This study sought to test the effectiveness of a brief intervention for first year Latina/o undergraduate students at UT Austin, a predominantly White university. Sixty-nine participants were randomized into two groups, an experimental group (Educational Capital Guide Group) (n = 34) and a control group (n = 35). The intervention was based on Bourdieu’s Social Capital Theory and was designed to facilitate adjustment to college for Latinas/os. The two forms of Bourdieu’s capital addressed in this study were: the embodied state (i.e., knowledge individuals acquire via social membership), and the objectified state (i.e., physical resources accessible to an individual). Effects of the intervention were measured by observing changes in five outcome variables (i.e., academic worry, academic self-efficacy, anxiety, depression, and perceived university environment) from pre- to post-intervention for each group, as well as a comparison of GPA and novel on-campus resource use. Changes in outcome variables across college generation status for intervention participants were also assessed. Results indicated a statistically significant difference in perceptions of the university environment between experimental groups from pre- to post-intervention, but on no other outcome variables. Participants in the intervention group marginally outperformed control participants in end-of-semester GPA by the completion of their first semester. Similarly, participants in the intervention group used slightly more novel on-campus resources at posttest. Among intervention participants, although second generation college students reported statistically greater anxiety at both assessment periods, no between-group differences were found in responses to the intervention. Cultural and demographic variables that were found to be predictive of outcome variables, as well as a description of participant responses to their first semester at UT are discussed. The findings of this study offer implications for future intervention studies using social capital with Latinos as well as practices that should be addressed on an institutional level to support ethnic minority students’ success in higher education.
Retaining principals in high poverty public schools
(2022-11-21) Dominguez, Angela, Ph. D.; DeMatthews, David; Olivarez, Ruben; Reyes, Pedro; Cantu, Norma; Pringle, Patrick
The turnover of school principals in high-poverty schools is having a profound impact on student achievement. Principal turnover influences teacher turnover, sustainability of school improvement efforts, and generates increased financial costs to the district. Research cites the demands of the job, increased accountability, and lack of support and compensation are all affecting the tenure and retention of principals (Fuller & Young, 2009). These factors were then compounded with the impact of the world-wide COVID-19 pandemic on schools and school leaders. Death, disease, school closure, food insecurities, and social isolation, are just some of the factors that have impacted schools around the world. There has been a disproportionate impact on high-poverty school districts and communities that school leaders are certainly feeling. In a recent article, DeMatthews, Carrola et al. (2021) stated as a result of the pandemic, “many principals will experience acute and chronic forms of work-related stress that can contribute to burnout and turnover” (p. 161). In addition to trying to thrive in a pandemic, the school shooting in Uvalde, Texas has intensified pressures on leaders to keep schools safe and maintain personal safety (DeMatthews & Mawhinney, 2014). While there are studies that identify why principals are leaving the role and the factors that are impeding retention, there is little research about how to retain principals for a longer period. The need for research in this area is more prevalent particularly in high poverty schools. In this qualitative study, I examined the perceptions and experiences of current and former school principals who serve or have served in high-poverty school districts. The study was designed to gain insights into the personal and organizational factors that contribute to their persistence as campus principals in these settings. This study provides important information about how leaders can address the principal turnover that is negatively impacting Texas public schools and aid in how superintendents and other leaders are prepared to help principals persist in these school districts.
Retention and student success : a case study of the factors influencing student retention in a rural community college vocational education program
(2010-05) Corum, John David; Bumphus, Walter G.; Roueche, John E.; Ely, Eileen E.; Cantu, Norma; Yamamura, Erica
Community colleges across the nation have struggled with retention issues for decades. Questions of why students drop out and what factors influence the decision to remain or leave college prior to completion persist. Research has uncovered some of the influences on student persistence in higher education; however, community colleges, and to an even lesser degree, vocational programs, have received little attention. This case study examined the influences on student retention in a rural community college vocational education program which has a record of high retention and persistence to graduation rates. The qualitative research methodology employed examined the perceptions of seven current program students, nine program graduates, the sole program faculty member, and nine program advisory committee members. The results of the study yielded the following themes as factors which influence retention in this particular setting: program design, faculty, cohort, social aspects, the instructional environment, institutional support/programs, industry-sponsored events, and industry contributions. The findings suggest that community college student retention in vocational settings is a multi-dimensional phenomenon affected by a host of factors which collectively influence a student’s ability to persist to graduation. Future research regarding this topic may be able to utilize the results of this study to further advance the knowledge of student retention strategies in community college vocational settings.
Sequencing effects on the acquisition and retention of general knowledge and detailed memory specificity
(2018-10-04) Noh, Sharon Mina; Preston, Alison R.; Lewis-Peacock, Jarrod A
Using a category learning paradigm, we measured the acquisition and retention of generalized (category-level) and detailed (exemplar-level) knowledge as a function of different learning experiences to improve different types of knowledge (general vs. specific). Participants were trained to identify paintings by different artists for which half of the artists were studied in a blocked sequence and the remainder were interleaved. Participants were tested on general (category) and more detailed (exemplar) knowledge, both immediately after training and after a 1-week delay. We found that although memory performance declines over time, generalized knowledge is more stable. Our results also suggest that generalization and specificity may be competing processes: on immediate test, the schedule that is better for general knowledge (interleaved) is worse for detailed memory, and vice versa. Collectively, our results can inform theories of learning and memory and help determine the optimal conditions for enhancing long-term retention in various contexts.
The difficulties of African American students socially integrating into campus life at predominantly white institutions
(2016-05) Betancourt, Ricardo; Cokley, Kevin O. (Kevin O'Neal), 1969-; Brown, Keffrelyn
There is a unique difference in the college experience as perceived by White students when compared to minority students. This is especially true with African American students who attend Predominantly White Institutions (PWIs). African American students at PWIs present more socialization problems than their White counterparts. White students report that they have more opportunities to form personal relationships than African American students. Additionally, African Americans at PWIs report more difficulty in the process of socially integrating when compared to African Americans at Historically Black Colleges/Universities. The domains that students cited as being most important to their integration into their universities were faculty, the campus climate, and the development of interpersonal peer relationships. African American students at PWIs experience greater hardships in each of these areas, than do their White counterparts. Suggestions for programmatic reform are put forth.
Throwing out the text and challenging the master narrative : a Chicano educator decolonizes the first year experience
(2014-05) Saldivar, Jose L; Urrieta, Luis
This dissertation examines the educational journey of a Chicano educator; from his early experiences with colonization while growing up in the Rio Grande Valley of south Texas to his role as a lecturer in a First Year Experience course at a Hispanic Serving Institution (HSI) along the U.S. - Mexico border. Ultimately asking the question, "what is his role as a Chicano educator?" and can the once colonized decolonize his own classroom?