Publication Type: Abstract
Abstract: Purpose: The purpose of this project is the development and utilization of a new admission application scoring tool to evaluate applicants applying to the University of Maryland, School of Pharmacy. This tool allows the admissions committee to compare candidates based on a group of factors as opposed to single factors such as PCAT or GPA. Methods: The admissions committee identified five target areas that are of major importance when considering a pharmacy school applicant for interview. These five target areas included in the tool are: letters of recommendation, academic performance, PCAT score, work experience, and evidence of leadership. A four point scale was created for each area creating the highest potential score of 20, with 1 as the lowest rating, and 4 as the highest rating. Each candidate is evaluated according to their application packet and the information is utilized in the admissions review process. After the interview process, scores are included based on interview results. Total scores are utilized in the admissions decision process. For those admitted and entering the school, we will compare their tool scores to measures such as GPA to evaluate any relationship between scoring and academic performance. Conclusions: At the end of this admissions cycle, we would have utilized this screening tool for two years and will continue to refine our admissions process. For the coming years, we will utilize the data to compare scores of accepted candidates and performance in the first year of the curriculum.

Publication Type: Abstract
Abstract: Many of today’s college students may not be reading at a level needed to comprehend required reading materials. Research has shown that at least 70% of college students do not read required materials before class. The Nelson-Denny Reading Test (NDRT) is a standardized reading test that assesses a student’s ability in three areas: vocabulary, reading comprehension, and reading rate. A positive relationship has been found between the NDRT and medical students’ performance . Jackson and Brooks reported a positive correlation (r = 0.51) between MCAT reading scores and total scores from the NDRT. However, little attention has been focused on the reading skills of pharmacy students. Our study focused on determining the reading grade level of pharmacy students in their third professional year at Campbell University School of Pharmacy

We compared subjects’ NDRT scores with PCAT scores and demographic variables, such as a prior undergraduate degree, primary language, and parents’ education. Our results show that although third year pharmacy students should read at an actual grade level of 18-19, their NDRT grade level scores averaged 16.5. The data revealed a correlation between the NDRT vocabulary scores and the verbal PCAT scores, (r = 0.76, p < 0.05). We will report other associations and how we believe reading assessment can be used to screen pharmacy school applicants or improve their academic performance once admitted.

Publication Type: Proceeding

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Do college types affect degree completion? While past work has considered the effects of four-year versus two-year public colleges, this study uses a new method to consider this question and an alternative one. Using propensity score methods forces us to consider whether students at these two types of colleges are comparable. The analysis of kernel density distributions and limited common support in the propensity analysis both suggest that they are not comparable, and therefore examining differences in attainment rates may be misleading. In effect, propensity methods suggest the question is problematic. However, analyses indicate that private two-year colleges are a viable alternative for many students attending community colleges—the students attending these types of schools are similar. Further, using multiple methods (logistic regression, propensity score stratification, and propensity score adjustment regression), we find a positive effect of attending a private two-year college on degree completion. Institutions appear to matter for degree completion, but not all college types are viable options for all students. These findings could be useful for students' college choices and for policy-makers' assessments of the effectiveness of different college types.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: As both the popularity of video games and the reporting of teenage violent acts increase, much has been said regarding the ability of violent video games to influence aggression in their players. Yet, other factors in video games which may contribute to aggressive players have not been heavily discussed in the media or in academia. Using the General Aggression Model (GAM), a 2 X 2 factorial design was conducted with 150 male college undergraduates playing different video games to investigate the impact of 1) the violent content in video games and 2) frustration with playing the game on later measurements of aggressive affect and physiological arousal. Results showed that neither violent content nor frustration affected heart rate. Violent content did not affect blood pressure although frustration increased blood pressure. Individually, both violent content and frustration did increase scores on a scale designed to measure feelings of anger. The combination of violent content and frustration led to the highest scores on the anger instrument. Findings support the GAM and suggest that frustration with gameplay could be just as an effective means, if not more so, of influencing aggression within game players as exposure to violent content.