Browsing by Subject "persistence"

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    2022 Annotated Bibliography of Postsecondary Peer Cooperative Learning Programs
    (2022-12-31) Arendale, David R.
    This annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence toward graduation. From a review of the professional literature, nine programs emerged: (a) Accelerated Learning Groups (ALGs, USC Model), (b) Emerging Scholars Program (ESP, UC Berkeley; Treisman Model), (c) Embedded Peer Educator (EPE), (d) Learning Assistant (LA, CU Boulder Model), (e) Peer Assisted Learning (PAL, UMN Model), (f) Peer-Led Team Learning (PLTL, CUNY Model), (g) Structured Learning Assistance (SLA, FSU Model), (h) Supplemental Instruction-PASS (SI-PASS, UMKC Model), and (i) Video-based Supplemental Instruction (VSI, UMKC Model). As will be described in the following narrative, some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently.
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    2023 EOA national best practices clearinghouse directory. (7th ed.).
    (Educational Opportunity Association, 2023) Arendale, David R
    The EOA National Best Practices Clearinghouse identifies, validates, and disseminates practical activities and approaches to improve the success of students who are low-income, first-generation, and historically underrepresented in education. Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed. The key is sharing it more widely and comprehensively with each other. The co-sponsors for the Clearinghouse are EOA and the University of Minnesota. The Clearinghouse defines best education practices as “the wide range of individual activities, policies, and programmatic approaches to achieve positive changes in student attitudes or academic behaviors.” The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Each practice has been approved as promising, validated, or exe plary based on the level of evidence supporting it. The rigorous standards applied during the review process are similar to previous national evaluation efforts by the U.S. Department of Education. More information about the rigorous standards and the external expert panel is contained in the Appendix of this publication. Th practices approved thus far by the EOA Clearinghouse represent each of the five major TRIO grant programs: Educational Talent Search, Upward Bound, Educational Opportunity Centers, Student Support Services, and the Ronald E. McNair Postbaccalaureate Achievement Programs. One practice is from a GEAR UP program. For readers unfamiliar with TRIO programs, a short history is provided on the following pages. While the education practices come from TRIO programs, they could be adapted for use with nearly any student academic support and student development program. TRIO and GEAR UP programs are incubators of best practices to serve the needs of historically underrepresented students and the general student population. Readers can use this publication as a guide for implementing the education practices contained within it. Detailed information about the education practices purposes, educational theories that guide the practice, curriculum outlines, resources needed for implementation, evaluation process, and contact information are provided by the submitters of the practice who have practical experience implementing the practices. You are encouraged to contact them for additional information.
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    2023 EOA national best practices clearinghouse library resources directory.
    (Educational Opportunity Association, 2023) Arendale, David R
    The EOA National Best Practices Clearinghouse identifies, validates, and disseminates practical activities and approaches to improve the success of students who are low-income, first-generation, and historically underrepresented in education. Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed. The key is sharing it more widely and comprehensively with each other. These are practices that were contributed by TRIO and BU programs across the U.S. that they found helpful. This document is the library resource directory. The co-sponsors for the Clearinghouse are EOA and the University of Minnesota. The Clearinghouse defines best education practices as “the wide range of individual activities, policies, and programmatic approaches to achieve positive changes in student attitudes or academic behaviors.” The practices approved thus far by the EOA Clearinghouse represent each of the five major TRIO grant programs: Educational Talent Search, Upward Bound, Educational Opportunity Centers, Student Support Services, and the Ronald E. McNair Postbaccalaureate Achievement Programs. One practice is from a GEAR UP program. For readers unfamiliar with TRIO programs, a short history is provided on the following pages. While the education practices come from TRIO programs, they could be adapted for use with nearly any student academic support and student development program. TRIO and GEAR UP programs are incubators of best practices to serve the needs of historically underrepresented students and the general student population. Readers can use this publication as a guide for implementing the education practices contained within it. Detailed information about the education practice's purposes, educational theories that guide the practice, curriculum outlines, resources needed for implementation, evaluation process, and contact information are provided by the submitters of the practice who have practical experience implementing the practices. You are encouraged to contact them for additional information.
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    Genes Involved In Mycobacterium Tuberculosis Persistence
    (2019-09) Namugenyi, Sarah
    In 2017 about 10 million new tuberculosis (TB) cases and 1.6 million TB deaths were reported worldwide, making TB the leading cause of death by an infectious agent. Mycobacterium tuberculosis (Mtb), the causative agent of TB, has developed the ability to evade the host’s immune system and latently persist for years in the lungs of immunocompetent individuals. However, re-activation of the bacilli does occur, causing the development of active TB and the transmission of Mtb. Currently, the minimum duration of TB treatment is six months, which can result in patient non-compliance and selection for drug-resistant Mtb strains. The lengthy TB treatment is due in part to the formation of Mtb persisters, which are defined as phenotypic antibiotic-tolerant bacteria. Understanding how Mtb can evade the immune system and form persisters has the potential to provide information that is useful for the development of TB vaccines and therapies. Mtb primarily survives in the macrophages of a host’s lungs. Macrophages are activated by the cytokine interferon-gamma (IFN-), which stimulates antimicrobial functions, but Mtb can evade elimination. In Chapter 2, we describe the identification of additional Mtb counter-immune mechanisms. Using transposon-sequencing (Tn-seq) and a mouse infection model, we identify specific Mtb factors that counteract IFN-−dependent antimicrobial effects. We selected several transposon mutants of interest and confirmed their role in counteracting host immunity by performing individual infections. Furthermore, in Mtb the phosphate-specific transport (Pst) system controls expression of phosphate (Pi)-responsive genes by negatively regulating SenX3-RegX3, a two-component regulatory system, in Pi-rich conditions. In Escherichia coli the Pst system inhibits a homologous two-component system through the negative regulator, PhoU. The work done in Chapter 3 demonstrates that the two phoU homologs in Mtb, PhoY1 and PhoY2, function redundantly to mediate inhibition of SenX3-RegX3 by the Pst system during growth in abundant Pi conditions. We also showed that this regulatory function is essential for promoting persister formation. Our data suggest that disrupting Pi signal transduction mediated by the PhoY proteins can enhance the susceptibility of Mtb to antibiotics. Chapter 4 defines our attempts to determine what unique role in mycobacterial physiology each PhoY protein may have. We used RNA-seq to identify changes in the transcriptome in the phoY mutants and have initiated a mycobacterial two-hybrid assay to test whether the PhoY proteins directly interact with the Pst and SenX3-RegX3 systems. Quantitative reverse transcription PCR experiments examining the transcription trend of RegX3-regulated genes during the transition of Mtb from Pi-rich to Pi-limited conditions have indicated that PhoY2 may be more effective than PhoY1 in inhibiting RegX3 activation. In addition, an ethidium bromide uptake experiment showed that PhoY2 might be involved in maintaining Mtb cell envelope integrity. These data suggest that PhoY1 and PhoY2 have differing effectiveness in regulating RegX3 and different functions besides controlling SenX3- RegX3 activity in response to Pi availability. Supplementary materials included with this thesis are tables showing TnseqDiff data for mutants attenuated in immune-deficient mice in comparison to 24hr (Table S2.1) or in vitro input (Table S2.2). Additionally, differential gene expression in the ∆phoY1∆phoY2 mutant (Table S4.1) compared to the WT from RNA-seq.
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    Should I Stay or Should I Go? : Fit, Belonging, and College Persistence Decisions for Students from Low-Income Families
    (2017-06) Snyder, Seth
    College persistence and completion rates for students from families earning low incomes are consistently lower than for students from wealthy families. Some of these inequitable gaps may be associated with students’ perceptions of fit and belonging at higher education institutions dominated by upper-middle-class systems and norms. This mixed-methods study investigates how structural fit and sense of belonging are related to persistence choices made by low-income students who are members of a college-access program. Findings from 628 completed surveys suggest that sense of belonging is associated with persistence choices, but structural fit factors dominate persistence choice in multivariate analyses. Findings from 14 individual interviews support the survey findings, with participants discussing their adjustment to college and experiences as college students. The overall results of the study support earlier research findings of the centrality of financial aid and other aspects of structural fit in college persistence choices as well as the importance of all students feeling that they belong and are valued on college campuses.
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    Supplemental Instruction (SI) Overview [Video, 41:15]
    (2020-03) Arendale, David
    Supplemental Instruction (SI) is an academic enhancement and support program. SI creates a supportive learning community that empowers the students to develop their academic capacity to become powerful and independent learners. It was created at the University of Missouri – Kansas City in 1973 by Dr. Deanna C. Martin. Since then, it has expanded to 33 countries in 1,500 institutions plus more by the regional training centers Regional training centers in Australasia, Canada, Europe, and South Africa. SI is known by a variety of names included Peer Assisted Study Groups (PASS) and others.