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2008 - NCA 94th Annual Convention Pages: 36 pages || Words: 8004 words || 
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1. Gaughan, Jennifer. "Should Communication Students Take a Departmental Skills Assessment? A Comparison of Student Results on a Departmental Assessment with Student Success Rates" Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA, San Diego, CA, Nov 20, 2008 Online <PDF>. 2017-10-22 <http://citation.allacademic.com/meta/p256274_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Abstract:
The problem for this study was that faculty in the department of Communications were reporting that many students enrolled in the program seem to be under-prepared for the coursework involved with the Communication Arts major. Efforts to alleviate this problem included the design of a minimum standards skills assessment for incoming majors to determine entry levels of preparation. Prior to this exam, there had been no departmental standard of measuring basic skill requirements necessary for the major. However, it was not known what effect administering the exam would have on student success rates and retention.
The purpose of this study was to test the notion that students considering the Communication major might be better served by a departmental performance requirement to enter the major, similar to the entrance requirement of other performing arts majors such as art, theater or music. To test that notion, a study was conducted that compared student success rates in the Communication major, as evidenced by student GPAs in the major, between students who achieved the cutoff score or higher on a minimum standards departmental assessment exam with students who did not achieve the cutoff score on the departmental assessment exam. If students who achieved a cutoff score on a minimum standards departmental assessment exam perform better in the program (as measured by their GPA within the major) than students who do not meet the cutoff score, then the exam might be considered as a new departmental tool in helping to predict student success in the program, and consequently perhaps, graduation rates.

2010 - UCEA Annual Convention Pages: unavailable || Words: 6774 words || 
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2. Szymanski, Jonathon., Taylor, Dianne. and Cambre, Belinda. "The State of Education in Louisiana: Trend Analyses of Student Achievement, Student Matriculation, and Student Behavior in the Accountability Era" Paper presented at the annual meeting of the UCEA Annual Convention, Sheraton New Orleans, New Orleans, Louisiana, Oct 28, 2010 Online <APPLICATION/PDF>. 2017-10-22 <http://citation.allacademic.com/meta/p438112_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study examined student outcomes in Louisiana since the implementation of the state’s present accountability system in 1998. The accountability system, consistent with No Child Left Behind, expanded the high stakes testing program, the Louisiana Educational Assessment Program (LEAP), to include high stakes testing at the elementary and middle school levels. Trend analysis procedures were used to examine three K-12 student outcomes: achievement, retention in-grade, and discipline.

2012 - 36th Annual National Council for Black Studies Words: 159 words || 
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3. Beckham, Jerrell. "Meeting the Needs of Black Students Interested in Mathematics and Science: The Lessons Schools Can Learn from Listening to Black Students and Students of Color" Paper presented at the annual meeting of the 36th Annual National Council for Black Studies, Sheraton Atlanta Hotel, Atlanta, GA, Mar 07, 2012 <Not Available>. 2017-10-22 <http://citation.allacademic.com/meta/p560508_index.html>
Publication Type: Individual Presentation
Review Method: Peer Reviewed
Abstract: As the population begin to shift and people of color come closer to becoming the majority and as the United States faces additional concerns in education and particularly in terms of science and mathematics, there will be an even greater need to attract and retain more persons of color like African Americans in STEM areas. This paper looks at the experiences of African Americans and students of color while they were in high school. Through their experiences, it examines some of the problems and challenges in urban schools today. This paper also looks at specific challenges related to science and mathematics classrooms and explores what schools can do to foster a more enriching and caring environment for Black and other students of color interested in STEM careers. This paper takes a critical race theory perspective and specifically focuses on the use of counter narratives to shed light on this evolving concern within the United States.

2015 - MWERA Annual Conference Pages: unavailable || Words: unavailable || 
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4. Wood, Glenn., Rugutt, John. and Chemosit, Caroline. "The Influence of Student-to-Student Relations, Teacher Student Relations and Personal Involvement on Learning Equity: A Multiple Regression Approach" Paper presented at the annual meeting of the MWERA Annual Conference, Hilton Orrington Hotel, Evanston, IL, Oct 20, 2015 Online <APPLICATION/PDF>. 2017-10-22 <http://citation.allacademic.com/meta/p1045683_index.html>
Publication Type: Paper Presentation
Review Method: Peer Reviewed
Abstract: This study investigated the influence of student-to-student relations (ROS), teacher student relations (TSR) and personal involvement (PIS) on learning equity (LEQ) using a multiple regression approach. The study used data collected from 1000 college students at a large Southern public state university using Student Assessment of Teaching and Learning Survey (SATLS) instrument. Regression results indicate that the overall regression model was significant and that the regressors predict LEQ, R2 =.577, R2 adj = .575, F (3, 839) = 381.19, p< .001 and accounts for 57.7% of variance in LEQ. A summary of regression coefficients is presented in study and indicates two variables (TSR, PIS) significantly contributed to the prediction of LEQ while ROS was not.

2016 - ASHE Annual Conference: Higher Education and the Public Good Pages: unavailable || Words: unavailable || 
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5. Broadhurst, Chris., Martin, Georgianna., Hoffshire, Mike. and Takewell, William. "“Students at the margins”: Student affairs administrators creating inclusive campuses for LGBTQ students in the South" Paper presented at the annual meeting of the ASHE Annual Conference: Higher Education and the Public Good, Hyatt Regency Columbus, Columbus, Ohio, Nov 09, 2016 Online <APPLICATION/PDF>. 2017-10-22 <http://citation.allacademic.com/meta/p1159765_index.html>
Publication Type: Research Paper
Review Method: Peer Reviewed
Abstract: This narrative study examines how student affairs administrators in the Southern United States worked to create inclusive campuses for LGBTQ students. Participants shared stories of how they advocated for LGBTQ students, educated others about needs of LGBTQ students, and worked to change institutional policies.

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