Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose to this study is to investigate the effect of cultural and social capital on high school academic performance and college enrollment decisions of low-income and first-generation college students. The study was a longitudinal, repeated measures design from secondary data from the national evaluation of Upward Bound program. The sample was comprised of 2,797 respondents, the Upward Bound treatment group (n=1,524) and the control group (n=1,273). The results showed that social capital in the form of parental discussion and involvement had a positive effect on high school graduation, college enrollment, and four-year college enrollment. Students who participated in cultural activities in Upward Bound were more likely to attend college and enroll in a 4-year college than their peers who did not participate. Future research should focus on the role of parental involvement in pre-college programs.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The issue of undergraduate student retention has been widely studied over the past several decades. Such factors as previous academic preparation, class background, race/ethnicity, gender, financial aid, sense of belonging, social integration and academic integration have been found to impact student departure (Tinto 1975, 1988, and 1993; Pascarella and Terenzini, 1980; Fox, 1986; Pavel and Padilla, 1993; Hurtado and Carter, 1997; Hurtado, 2003; Nora, 1987; Nora, Cabrera, Hadegorn, & Pascarella, 1996; Pascarella & Chapman, 1983). While these studies together provide us with much knowledge of student experiences on college campuses, they do not consider the impact of attending a highly diverse college campus and how attitudes students have toward diversity prior to starting college may impact retention. Using data collected from the Diverse Democracy Project, we examine the retention of Hispanic students in comparison to white students at a Research I, Hispanic Serving Institution. This study is primarily testing pre-college experiences on retention. Using logistic regression, we examine retention into the sophomore (3rd semester) and into the junior (5th semester) year.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Developed at Purdue University Calumet, CaluMath is open-source mathematics web page construction software. It is designed to be compatible with all web browsers and is freely available. Its goal is to allow instructors to create interactive mathematics web pages for use with their students or to tailor existing pages for their particular classrooms. This session will demonstrate how the software can be used to develop web pages that enable students to create and manipulate mathematical objects and receive feedback concerning their interactions with the page. We will illustrate how to add graphs that students can manipulate, boxes that will accept student input, and buttons that enable students to perform various actions. We will also illustrate how “replies” to students’ actions may be incorporated into the web pages and how the software can randomly generate new versions of a given problem. No programming is necessary since the software provides the web page developer with an array of menu-driven options and boxes used to construct the interactive web pages.

Publication Type: Individual Paper
Abstract: Pre-service teachers who studied together with peers with cognitive disabilities were interviewed to determine the experience’s impact on their attitudes about disability and inclusion and knowledge of inclusive teaching strategies.

Publication Type: Abstract
Abstract: Objective: Schools/Colleges have an interest in developing and promoting student leadership. This study investigated whether entering students with varying pre-pharmacy years in college differed in their extent of involvement in pharmacy leadership positions.

Methods: P1-P3 students (394) in the 2004-2007 classes were classified as either early assurance (EA), two years of college not early assurance 2Y, three or more years of college but no degree (3Y+) and Bachelor’s degree or higher (BD). Students were classified as either holding any elected office or not, total number of officer positions and whether they were a member of Phi Lambda Sigma (PLS). Statistical analysis was conducted using Goodness of Fit analysis (G-tests).

Results: The percentage of students that held at least one leadership position were 27.1%, 31.9%, 26.8% and 30.2% for EA, 2Y, 3Y+ and BD, respectively. EA students held a total of 71 offices compared to 45 for 2Y, 39 for 3Y+ and 80 for BD students. The percentage of students who were selected for PLS was 12.1% for EA, 15.3% for 2Y, 16.1% for 3Y+ and 13.5% for BD. There were no statistical differences in these leadership measures between any of the above groups and between the EA students compared to the other three groups combined.

Implications: Leadership activities, as measured by the number of students with at least one office, total number of offices and membership in PLS, is independent of the number of previous years in college in this cohort of students.