e 're back at Macalester College for our second site visit. This meeting is with the provost to get feedback about ihe interim report we sent a few weeks ago. We 're ready to record what he says we missed about what the coUege docs to enhance student success. Instead, he pulls out a pen and legal pad and says. "This was a fine report. Now lell us how we can do things better here at Mac." There's a lot of buzz these days about student success and educational effectiveness. College costs are rising and enrollments are at an all-time high, yet the proportion of students earning degrees has stayed more or less constant for decades. This leads some to conclude that colleges aren't holding up their end of the educational bargain. The question. Do they graduate? is receiving the most scrutiny by state legislatures and by those drafting the reauthorization legislation for the Higher Education Act. But policymakers, parents, and students are also asking tough questions about what they can reasonably expect from colleges and universities while students are enrolled. Are schools allocating
This study investigated college student perceptions of leadership and beliefs that both empower students towards and constrain students from involvement in leadership. Interviews were conducted with student leaders (students who held leadership positions) and disengaged students (students who had not held leadership positions). The student leaders generally regarded leadership to be an individualistic phenomenon pertaining to positions of power and influence, which require possession of particular qualities. They received more encouragement and opportunities from others, and had a background that fostered their desire to be leaders. The disengaged students demonstrated a lack of confidence, a lack of interest in leadership, a self-perceived deficiency in leadership qualities, and fewer opportunities to lead.
This study incorporated institutional characteristics (e.g., Carnegie type, selectivity) and resource allocations (e.g., instructional expenditures, student affairs expenditures) into a statistical model to predict undergraduate graduation rates. Instructional expenditures, library expenditures, and a number of institutional classification variables were significant predictors of graduation rates. Based on these results, recommendations as well as warranted cautions are included about allocating academic financial resources to optimize graduation rates
Serologic studies for swine influenza viruses (SIVs) in humans with occupational exposure to swine have been reported from the Americas but not from Europe. We compared levels of neutralizing antibodies against 3 influenza viruses—pandemic (H1N1) 2009, an avian-like enzootic subtype H1N1 SIV, and a 2007–08 seasonal subtype H1N1—in 211 persons with swine contact and 224 matched controls in Luxembourg. Persons whose profession involved contact with swine had more neutralizing antibodies against SIV and pandemic (H1N1) 2009 virus than did the controls. Controls also had antibodies against these viruses although exposure to them was unlikely. Antibodies against SIV and pandemic (H1N1) 2009 virus correlated with each other but not with seasonal subtype H1N1 virus. Sequential exposure to variants of seasonal influenza (H1N1) viruses may have increased chances for serologic cross-reactivity with antigenically distinct viruses. Further studies are needed to determine the extent to which serologic responses correlate with infection.
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