Examining the Impact of Opportunity Bursaries on the Financial Circumstances and Attitudes of Undergraduate Students in England

Notwithstanding the expansion of higher education across the OECD, there continues to be concern about the levels of participation amongst those from disadvantaged backgrounds. In response to this, a new form of financial support for students from low-income families, the 'opportunity bursary', was introduced for a limited period in England from 2001/02. Surveys of two cohorts of opportunity-bursary applicants were carried out and these suggested possible psychological, behavioural and economic impacts. Fewer opportunity-bursary recipients than non-recipients reported that part-time work had interfered with their studies and more reported that the bursary had made them less worried about meeting the costs of going to university. There was some evidence that the scheme led to increased retention in the first year of university study; it also appeared to lead to lower levels of debt, in particular bank overdrafts or credit card debt.     

Standard Error of Measurement

The standard error of measurement (SEM) is the standard deviation of errors of measurement that are associated with test scores from a particular group of examinees. When used to calculate confidence bands around obtained test scores, it can be helpful in expressing the unreliability of individual test scores in an understandable way. Score bands can also be used to interpret intraindividual and interindividual score differences. Interpreters should be wary of over-interpretation when using approximations for correctly calculated score bands. It is recommended that SEMs at various score levels be used in calculating score bands rather than a single SEM value.     

The Librarian BFF: A Case Study of a Cohort-Based Personal Librarian Program

This case study presents the development and implementation of a personal librarian program for a cohort-based, executive-style higher education administration doctoral program. Librarians and the program director collaborated to create a student-centered program based on individual research needs. The personal librarian program was designed to build a close relationship between the librarian and individual students; to help identify their research knowledge gaps; and to identify resources to meet each individual students' research needs.     

Student drug use in Bermuda

Student drug use has been investigated in many countries and a standard method of conducting such surveys is described here. Using an adapted World Health Organization questionnaire patterns of drug use were investigated among the population of secondary school students in Bermuda (N=3,930). The prevalence of use of alcohol and eight illicit drugs is described and related to students’ attitudes, life-styles and demographic characteristics. Factors such as age, sex, race, parental use of alcohol, leisure time activities, allowances and beliefs about drugs all emerge (as they have in other studies) as strongly related to drug use. It is concluded that though these cross cultural similarities exist, there are important sub-cultural differences in drug use patterns which reflect social dynamics and characteristics within communities. It is suggested that a focus on sub-cultural differences may be particularly valuable in future research.     

Experiences of Counselors‐as‐Clients in Counselor Education

Eight professional counselors who routinely role‐play as clients in 1 counselor education program participated in a focus group investigating their portrayal experiences. Data were analyzed using interpretative phenomenological analysis, which resulted in 3 superordinate themes: missions, influential factors, and repercussions. Findings reinforce instruction of idiographic and person‐centered care in counselor education.     

On sustenance: Teaching and learning the great works

This essay is for J. Walter Sterling and my students during the Fall 1988 Semester.     

Impact of Anatomy Boot Camp on Students in a Medical Gross Anatomy Course

Lincoln Memorial University‐DeBusk College of Osteopathic Medicine (LMU‐DCOM) offers an optional three‐week summer Anatomy Boot Camp course (ABC) to facilitate students' transition into medical school and promote retention of anatomy subject matter. The pre‐matriculation program is a supplemental instruction course that utilizes a small group learning format. Boot camp instruction is led by teaching assistants and two anatomy professors. Enrollees gain early exposure to Medical Gross Anatomy (MGA) course subject matter, which is taught in the fall semester, and learn study skills necessary to excel in medical school. No grade is assigned for the course, therefore participants can study without the fear of potentially affecting grades. This study evaluates the effectiveness of the LMU‐DCOM ABC course using data from four consecutive summers. Independent two‐sample t‐tests were used to compare ABC to non‐ABC students for the following variables: incoming grade point average (GPA) and Medical College Admission Test® (MCAT®) scores, MGA written and laboratory practical examination grades, and final MGA course grade. Additionally, a 26‐question survey was administered to 2012–2014 boot camp participants. There were no significant differences in incoming GPA and MCAT scores. However, boot campers scored significantly higher on the first two lecture and laboratory examinations (P < 0.05) for each year of the study. Thereafter scores varied less, suggesting a faster head start for boot camp participants. Mean MGA final grade was on average 3% higher for the boot camp cohort. The survey feedback supports that the ABC course assists with the academic and social transition into medical school. Anat Sci Educ 10: 215–223. © 2016 American Association of Anatomists.