Browsing by Subject "Persistence"

Now showing 1 - 11 of 11
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    Are they truly divine?: a grounded theory of the influences of Black Greek-lettered organizations on the persistence of African Americans at predominantly White institutions.
    (2012-02) Mitchell, Donald
    This study explored the influences of Black Greek-lettered organizations (BGLOs) on the persistence of African Americans at predominantly White institutions (PWIs). To investigate the relationships, emphasis was placed on social capital that may be gained through BGLO involvement. Nan Lin's (1999) network theory of social capital was used as the theoretical framework for the study. The theory highlights the idea that social capital is embedded in resources gained though social networks. Grounded theory - a qualitative research approach - was used in the study. Focus groups were conducted with four BGLOs, and a series of twenty-four one-on-one interviews were conducted with eight interview participants at a PWI in the Northeast. The study revealed that (1) relationships/connections, (2) increased social lives, (3) gaining community and administrative experiences, (4) academic monitoring, and (5) leadership development, which were all framed as "returns," influenced persistence in different ways. Additionally, women found gender to be important in establishing social networks in BGLOs, whereas men de-emphasized the role of gender in their experiences. The study closes with discussion of the findings and implications for research and practice.
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    Determining Mechanism Used By Bacteria To Evade Bactericidal Conditions, By The Way Of Resistance And Persistence
    (2020-02) Ostrer, Lev
    The three main chapters of this thesis (Ch2,Ch3,Ch4) address the topics of antibiotic resistance, persistence and thymineless death respectively. The antibiotic resistance chapter (Ch2) focused on determining mutation hierarchy and predicting mutational paths different species of bacteria take to reach clinical levels of fluoroquinolone resistance. Based on the findings described in the chapter, many bacterial species appear to have a distinct mutational pattern, that can be used to predict future development of fluoroquinolone resistance.The persistence-focused chapter (Ch3) links the clinically relevant antibiotic resistance mutations to the high-persistence phenotype, while identifying some of the underlying molecular mechanisms used by bacteria to induce persister state. Finally, the thymineless death chapter (Ch4) focuses on identifying the mechanism of killing bacteria via thymine limitation. In this chapter we show that premature deposition of ftsZ rings triggered by prolonged thymine starvation plays a crucial role in determining bacterial survival. Altogether, this thesis work attempts to gain insights into strategies bacteria have at their disposal to evade antibiotic-mediated death, while at the same time attempting to offer real world solutions. It is my hope that this body of work, in combination with others’ research, will someday usher changes that ultimately will help to reign in the rampant spread of antibiotic resistance.
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    The distribution and persistence of genetic markers of fecal pollution on Lake Superior beaches
    (2012-11) Eichmiller, Jessica J.
    Fecal contamination of surface waters is a widespread environmental problem and a public health concern. The presence and degree of fecal contamination in surface waters is based on the abundance of culturable fecal indicator bacteria (FIB), such as Escherichia coli or Enterococcus spp. Culture-based methods, however, require 18 to 48 hr to process and are unable to determine sources and assess risk in real time. Advances in molecular methods has led to the development of several promising "real time" detection assays that quantify the abundance of genetic markers for FIB, but their distribution and persistence in freshwater environments is not well-studied. This work explores the use of rapid, culture-independent methods for the identification of fecal pollution. In particular, the application of rapid tools is considered for freshwater beaches, particularly those of Lake Superior. In this thesis I characterized the short time scale variation in goose/duck and human sources of fecal contamination, Salmonella spp., and pathogenic E. coli at three Duluth area beaches, examined the distribution of genetic markers of fecal pollution in sand and sediment of a Duluth-Superior Harbor beach near a wastewater outfall, measured the effects of temperature and moisture on the persistence of genetic markers in water, sand, and sediment, and compared the decay rates of genetic markers of fecal pollution and bacterial pathogens. Goose/duck-borne E. coli consistently made up 12 to 29% of E. coli at Duluth-Superior Harbor sites and 5% of E. coli at a Lake Superior beach. In contrast, a human-specific Bacteroides genetic marker exhibited high temporal variability, and was detected at great frequency in the water column at a site located on the inner harbor. Salmonella spp. and potentially pathogenic E. coli were infrequently detected at the study beaches. At a beach near a wastewater treatment plant outfall, effluent loading likely controlled the abundance of molecular indicators of fecal pollution in the water column. The concentration of enterococci and human-specific Bacteroides genetic markers in the water column was correlated to the abundance of genetic markers at some depths in sand and sediment. Sand and sediment contained more enterococci and total Bacteroides genetic markers on a per mass basis than water, whereas the concentration of human-specific Bacteroides was similar across sample types. In most instances, genetic markers were most abundant in the top 1 to 3 cm of sand and sediment. The decay of genetic markers of fecal pollution in sand and sediment was slow relative to the water column, and some genetic markers persisted or increased over time within sand and sediment. Molecular indicators decayed more rapidly at higher temperatures in all sample types and this decay was negatively correlated with sand moisture. The genetic marker for human-specific fecal contamination exhibited decay rates similar to markers for bacterial pathogens in sand, whereas non-source-specific markers decayed more slowly than bacterial pathogen markers under most conditions. Taken together, the relative sources of contamination, beach location, and other site-specific factors, such as the potential for resuspension of sand and sediment and pathogen abundance, should be considered in the choice of genetic markers for water quality monitoring on freshwater beaches.
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    How Choices Between Flexibility And Persistence During Idea Search Processes Contribute To Creativity
    (2022-09) Wu, Yihan
    Creative problem solving is a dynamic process during which individuals need to constantly navigate toward their goal through an ill-defined solution path. Theoretical and empirical endeavors suggest that individuals need both flexible and persistent approaches to succeed in creative tasks, yet little work has given attention to how to measure flexibility and persistence during the ideational search process. Three studies were devoted to this question.(a) The first study presents new process-based measures of flexibility and persistence and validates how well they can predict creative performance in several typical laboratory-based creativity tasks and in an ecologically valid complex design task. (b) The second study introduces an instructional intervention to examine the effects on creative performance when participants are given external prompts to shift more frequently or to dwell longer. The findings suggest that – after controlling for pre-existing dispositional differences in divergent-thinking ability across conditions – participants who had the autonomy to choose when to shift (flexible approach) or to dwell (persistent approach) performed better, or similarly to, participants who were externally prompted to shift more frequently or to dwell longer. (c) Building on the emerging literature on the context adaptivity account of metacontrol biases towards either flexibility or persistence, Study 3 tested how varying task contexts shape an individual's tendencies toward flexibility versus persistence. It revealed both interindividual metacontrol biases and intraindividual variation in response to changing task-related constraints. Together, this work enriches our understanding of how an individual's choices between flexibility and persistence during the creative problem-solving process, and their subsequent performance, are guided both by individual differences and environmental factors such as task contexts and task goals.
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    Integration and validation in hybrid-online teacher preparation: a case study of persistence in a Native American Special Education Licensure Program
    (2013-12) Patterson, Donna Rose
    This study explored persistence through the experience of professional studies students in a special education licensure program. The context of the study was a graduate level teacher preparation program delivered in a hybrid format of face-to-face and online learning environments. The goal of the program was to prepare teachers from a Native American perspective to work effectively with students with disabilities. The study focus was: the academic and social integration of students; the in- and out-of-class validating agents that fostered academic and interpersonal development; the perceived sense of preparedness to work Native American youth who are identified with a disability, and the bases of these perceptions; and differences between the Native American students and the non-Native students in their experience of integration, validation and preparedness. This study used qualitative methodology including program evaluation findings, individual interviews, a written survey, focus group and analysis of online postings. The participants in the study were 13 non-traditional graduate professional studies students. Results of this study suggested that both the online and the face-to-face learning environments contributed to academic and social integration. These integrating experiences were essential in creating a vibrant and supportive learning environment, and in supporting persistence. Validation was an important factor in developing a sense of belonging in the community, and in fostering self-efficacy as future special education teachers in diverse settings. Validating experiences came from both the face-to-face and online learning environments. Participants felt well-prepared to be a special education teacher in several skill areas: working with students and families, cultural awareness, ability to be a valued part of an effective team, and instructional strategies. Two areas of skills and knowledge were identified in which students did not feel well prepared: special education assessment and the paperwork associated with meeting the legal mandate of special education services. Differences between Native American and non-Native participants included the quality and quantity of giving and seeking support, reaction to challenges, and identified priorities. Key words: persistence, non-traditional, nontraditional, Native American, American Indian, hybrid, online, hybrid-online, integration, validation, professional studies, teacher preparation, special education, disability, disabilities.
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    Learner characteristics as early predictor of persistence in Online courses
    (2015-02) Asdi, Ahmad Kashif
    The purpose of this study was to examine how learner characteristics could be used to predict whether or not a college learner would persist in the first online course and, more importantly, enroll in the next two terms. The four learner characteristics examined were learners' pre-course basic verbal score, college application score, degree level, and start date. The data were collected from 2,674 learners who were enrolled in one of the online public service and health graduate programs at a large Midwestern university. A quantitative study was conducted to investigate the research questions. The chi-square test of association, a nonparametric statistical test, was used to determine if there were any significant differences between variables of the data. The following descriptive statistics were used to describe the data: frequency distributions, means, standard deviations, and percentages. Stepwise logistic regression was used to understand whether learner persistence can be predicted based on a learner's pre-course basic verbal score, application score, degree level, and start date.The tests results revealed a statistically significant difference between learners who completed their first course and learners who dropped out of their first course with respect to pre-course basic verbal, application score, and degree level. There was no statistically significant difference between the two groups with respect to start date. The logistic regression model was found to be statistically significant (p < .0005); however, the model explained only 1.7% of the variance in learner persistence; hence, this model needs to be used with caution. Of the four independent variables, only application score (p < .0005) added significantly to the model. This study supports the idea that learners who have higher application scores are more likely to complete the first course and enroll in the next two terms.The findings of this study can contribute to the scholarly work in the field and potentially provide the base for future interventions to improve learner persistence in the first online course and enrollment in the next two terms.
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    Model of international student persistence: factors influencing retention of international undergraduate students at two public statewide four-year university systems
    (2010-01) Kwai, Chee Khei (C.K.)
    The current global economy has created a new middle class around the world, making higher education more accessible to a wider population. The increasing diversity in U.S. higher education is not only the result of minority American students, but also due to the increasing enrollment of international students. This study examined the factors influencing retention from fall 2006 to fall 2007 of international undergraduate students (N = 454) in two public statewide four-year university systems. The model used in the study was based on a combination of retention models by Tinto (1975) and Astin (1970), and revisions made by Tierney (1992) and Pascarella and Terenzini (1980). The data in this study were analyzed using stepwise binomial logistic regression as the primary statistical technique. The findings of this study showed that the results were consistent with other retention studies where there was no single factor or model to predict the persistence of postsecondary students in U.S. higher education institutions. Results for most variables studied were either unclear or inconsistent. Only academic achievement was consistently shown to have a statistically significant and positive effect on persistence into the second year of international students in this study. The difference in the results of this study, in comparison to studies of factors affecting the retention of domestic students, is intriguing. In a way, this study raises more questions than it answers. In conclusion, this study indicated that variables, such as spring semester GPA, credit hours attempted, and on-campus employment have a positive effect on retention into the second year of international undergraduates.
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    The NROTC Experience and College Student Persistence
    (2016-08) Altman, Charles
    Abstract This paper explores three scholarly perspectives of college student persistence and discusses the relevance of these perspectives in analysis of the Navy Reserve Officer Training Corps (NROTC) experience on campus. The three perspectives vary in significance, but each has applicability informing on the issue of NROTC student persistence. Tinto (1973) provided theories and models that examine the college student experience in relation to persistence; whereas, others inform on pre-college attributes and student aid as they relate to persistence. There is much existing scholarly research on the topic of persistence with respect to traditional college students, but very little that applies these theories and perspectives to NROTC students. This paper presents analysis of each of these three perspectives as they inform on NROTC student persistence, and provides NROTC stakeholders a means of assessing influences on NROTC student persistence decisions within the college environment.
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    The persistence pyramid: factors related to persistence for low-income students in baccalaureate programs
    (2013-11) Opatz, Leslie Joseph
    Low-income students earn bachelor's degrees at significantly lower rates than their high-income peers. This qualitative study interviewed 21 Fall 2008 full-time first-year Pell Grant recipients in May 2012 when almost all were near the point of baccalaureate degree completion at a large urban doctoral-granting institution with very high research activity. The Persistence Pyramid was a conceptual framework created by the author to organize the previous persistence research into four thematic areas related to individual student factors that affect persistence, and four thematic areas related to campus-based environmental factors that affect persistence. The four student areas include economic, social, psychological, and academic factors. The four campus factor areas include educational and curricular support, support for diversity and community, involvement opportunities, and a caring culture. The Persistence Pyramid was employed as a lens to ascertain which factors have the greatest impact on persistence from the perspective of successful low-income students. The study utilized a case study approach to illustrate how various factors interacted with each other to enhance persistence, hinder persistence, or mute negative risk factors. The Persistence Pyramid was a useful framework for illuminating which themes were most salient to the persistence of low-income students. The persistence factors related to economics were the most prevalent and had the greatest effect, potentially negative, on students' persistence. These economic factors also interacted the most with other persistence factors, often preventing the full utilization of persistence enhancers that students could have employed to their advantage. Seven other factor areas in the Persistence Pyramid were found to be relevant and all had particular themes of persistence that illustrated factors that helped or hindered persistence for low-income students. Two particular themes emerged as especially helpful in students' ability to persist. Under the social area, relying on friends for emotional support and academic assistance was especially useful for these students. Under the involvement area, over three-fourths of students served as a mentor or tutor and most of these students indicated that this experience was one of the most beneficial in improving their ability to persist to degree completion. Employing a pragmatic perspective, this study has numerous implications for recommendations to improve the baccalaureate attainment rate for low-income students. Suggestions for increasing baccalaureate degree attainment for low-income students include: Institutions could provide low-income students with campus jobs that will build career-specific skills. Institutions could develop programs to ensure that all students have a mentor and serve as a mentor. Student-service personnel could develop ways for students to utilize campus resources and support services earlier in their college careers. Students could ensure that they take advantage of numerous involvement opportunities, especially serving as a mentor or tutor. Students could make an effort to establish deep friendships and provide emotional support and encouragement to each other. Students could spend time studying with friends and classmates and serving as academic resources for each other.
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    Social Satisfaction and Sense of Belonging: Revisiting Student Persistence
    (2016-12) Kaser, Ashley
    There is increasing concern in the higher education community about the high rates of student attrition, as the United States as one of the highest rates in the industrialized world (Harvard Graduate School of Education, 2011). In 2013 Patrick O’Keefe found that “feeling rejected and not being able to develop a sense of belonging within higher education is a key cause of student attrition” (p.612). The present study further investigates the relationship between students’ sense of belonging and their social experience satisfaction while attending college. Student Experience in the Research University (SERU) survey data from a large, public Midwest university is used to explore self-reported sense of belonging and its relationship to students’ satisfaction with their overall social experience while at school. The study found social satisfaction to have a strong positive correlation to sense of belonging and was able to identify several factors that had an impact on social satisfaction, including living in residence halls and spending time socializing with friends. It is recommended that researchers continue to explore the role student social life and satisfaction play in sense of belonging. It will be important moving forward surveys are created to specifically address social satisfaction and sense of belonging among students. Keywords: persistence, sense of belonging, social satisfaction, SERU
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    Trying to Fit In: Barriers to Degree Completion for Part-Time Graduate Students
    (2016-05) Mollen, Christine
    This research explores factors that affect the persistence of part-time graduate students and how the part-time students at one large research university experience moving through their programs. Data collected though a survey administered to full- and part-time graduate students helped illustrate areas of struggle for the part-time graduate student population. Although all graduate students experience barriers to degree completion, part-time graduate students at ‘traditional’ research institutions often follow a non-traditional path to degree completion and therefore face increased and unique barriers to completing their degrees, different from their undergraduate and full-time graduate counterparts.