<?xml version="1.0" encoding="UTF-8"?>
<rss version="2.0"
	xmlns:content="http://purl.org/rss/1.0/modules/content/"
	xmlns:wfw="http://wellformedweb.org/CommentAPI/"
	xmlns:dc="http://purl.org/dc/elements/1.1/"
	xmlns:atom="http://www.w3.org/2005/Atom"
	xmlns:sy="http://purl.org/rss/1.0/modules/syndication/"
	xmlns:slash="http://purl.org/rss/1.0/modules/slash/"
	>

<channel>
	<title>New England Board of Higher Education &#187; healthcare</title>
	<atom:link href="http://www.nebhe.org/tag/healthcare/feed/" rel="self" type="application/rss+xml" />
	<link>http://www.nebhe.org</link>
	<description>NEBHE</description>
	<lastBuildDate>Wed, 16 Oct 2013 02:48:09 +0000</lastBuildDate>
	<language>en-US</language>
	<sy:updatePeriod>hourly</sy:updatePeriod>
	<sy:updateFrequency>1</sy:updateFrequency>
	<generator>http://wordpress.org/?v=3.5.1</generator>
		<item>
		<title>Mass. Kicks Off Aid Program for High-Demand Fields</title>
		<link>http://www.nebhe.org/newslink/mass-kicks-off-aid-programs-for-high-demand-fields/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=mass-kicks-off-aid-programs-for-high-demand-fields</link>
		<comments>http://www.nebhe.org/newslink/mass-kicks-off-aid-programs-for-high-demand-fields/#comments</comments>
		<pubDate>Fri, 14 Dec 2012 15:06:00 +0000</pubDate>
		<dc:creator>John O. Harney</dc:creator>
				<category><![CDATA[College Readiness]]></category>
		<category><![CDATA[Economy]]></category>
		<category><![CDATA[Financing]]></category>
		<category><![CDATA[News]]></category>
		<category><![CDATA[Newslink]]></category>
		<category><![CDATA[Newslink Topic]]></category>
		<category><![CDATA[Newslink Type]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Technology]]></category>
		<category><![CDATA[healthcare]]></category>
		<category><![CDATA[high-demand fields]]></category>
		<category><![CDATA[scholarships]]></category>
		<category><![CDATA[STEM]]></category>
		<category><![CDATA[Vision Project]]></category>

		<guid isPermaLink="false">http://www.nebhe.org/?post_type=newslink&#038;p=16047</guid>
		<description><![CDATA[<p>Massachusetts students working toward careers in high-demand fields such as science, technology, engineering and math (STEM) and healthcare are eligible for a new scholarship program tied to the most critical employment needs, according to the state Department of Higher Education (DHE).</p>
<p>The Massachusetts High-Demand Professions Scholarship, created by the Massachusetts Legislature in FY13, will provide grants ...]]></description>
				<content:encoded><![CDATA[<div class="pf-content"><p>Massachusetts students working toward careers in high-demand fields such as science, technology, engineering and math (STEM) and healthcare are eligible for a new scholarship program tied to the most critical employment needs, according to the state Department of Higher Education (DHE).</p>
<p>The <a href="http://www.osfa.mass.edu/default.asp?page=mhdScholarship" target="_blank">Massachusetts High-Demand Professions Scholarship</a>, created by the Massachusetts Legislature in FY13, will provide grants up to $6,500 per year for University of Massachusetts students, up to $5,500 for state university students, and up to $4,000 per year for community college students, beginning in spring 2013.</p>
<p>To be eligible, students must maintain a GPA of 3.0 and submit a transcript to show their commitment to programs of study in high-demand fields such as STEM; nursing and health professions, including radiology and occupational therapy; and finance and accounting.</p>
<p>Applications are due Jan. 15 at the DHE's Office of Student Financial Assistance.</p>
<p>The scholarship program is aligned with the <a href="http://mass.us2.list-manage2.com/track/click?u=eaf4148b3be079d053f65aba1&amp;id=c0a87c3bab&amp;e=9ac8f3e9e0" target="_blank">Vision Project</a> goal of attaining national higher education leadership in workforce development.</p>
<p>DHE Associate Commissioner for Economic and Workforce Development David Cedrone, noted in a statement that with the size of high school classes declining, the program "may have particular value to the growing number of adult students who are returning to campus in search of new credentials to improve their value in the job market.”</p>
<p>&nbsp;</p>
</div>]]></content:encoded>
			<wfw:commentRss>http://www.nebhe.org/newslink/mass-kicks-off-aid-programs-for-high-demand-fields/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Tales from the BIF</title>
		<link>http://www.nebhe.org/thejournal/tales-from-the-bif/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=tales-from-the-bif</link>
		<comments>http://www.nebhe.org/thejournal/tales-from-the-bif/#comments</comments>
		<pubDate>Tue, 25 Sep 2012 22:14:04 +0000</pubDate>
		<dc:creator>John O. Harney</dc:creator>
				<category><![CDATA[Analysis]]></category>
		<category><![CDATA[Commentary]]></category>
		<category><![CDATA[Demography]]></category>
		<category><![CDATA[Economy]]></category>
		<category><![CDATA[Homeslide]]></category>
		<category><![CDATA[International]]></category>
		<category><![CDATA[Journal Type]]></category>
		<category><![CDATA[Regionalism]]></category>
		<category><![CDATA[Schools]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Technology]]></category>
		<category><![CDATA[The Journal]]></category>
		<category><![CDATA[Topic]]></category>
		<category><![CDATA[Trends]]></category>
		<category><![CDATA[BIF]]></category>
		<category><![CDATA[Business Innovation Factory]]></category>
		<category><![CDATA[genomics]]></category>
		<category><![CDATA[healthcare]]></category>
		<category><![CDATA[John O. Harney]]></category>
		<category><![CDATA[MIT]]></category>
		<category><![CDATA[Providence]]></category>

		<guid isPermaLink="false">http://www.nebhe.org/?post_type=thejournal&#038;p=14953</guid>
		<description><![CDATA[<p style="text-align: left;">Click here for videos of BIF-8 storytellers!</p>
<p>The Business Innovation Factory (BIF) held its eighth annual collaborative innovation summit on Sept. 19 and 20 in Providence, and the key, as always, was the art of storytelling. No themes, said summit facilitator and BIF founder and “chief catalyst” Saul Kaplan. You decide which connections you ...]]></description>
				<content:encoded><![CDATA[<div class="pf-content"><p style="text-align: left;"><a href="http://www.businessinnovationfactory.com/iss" target="_blank"><span style="color: #993300;"><strong><em>Click here for videos of BIF-8 storytellers!</em></strong></span></a></p>
<p>The Business Innovation Factory (BIF) held its eighth annual collaborative innovation summit on Sept. 19 and 20 in Providence, and the key, as always, was the art of storytelling. No themes, said summit facilitator and BIF founder and “chief catalyst” Saul Kaplan. You decide which connections you can make, he told the 400-plus attendees.</p>
<p>Granted, going to a BIF summit is a bit like a visit to a shrink. Lots of platitudes about how good it is to fail, and chants like “Connect. Inspire. Transform.” A Swiss guy sitting next to me said, it’s kind of like a “church." And a little focus-groupish, I thought. Just below me, Dean Meyers <a href="http://www.flickr.com/photos/deanmeyers/">was sketching the proceedings</a>—a very BIFy touch. Still, the summits always feature enlightening <a href="http://issuu.com/thebif/docs/bif8-eread/1">storytellers</a><strong>. </strong>Among them:<strong> </strong></p>
<p>MIT professor<strong> Sherry Turkle</strong> is the author of <a href="http://www.amazon.com/Alone-Together-Expect-Technology-Other/dp/0465010210/ref=sr_1_1?s=books&amp;ie=UTF8&amp;qid=1284476989&amp;sr=1-1http://www.perseusbooksgroup.com/basic/book_detail.jsp?isbn=0465010210/sturkle/www/"><em>Alone Together: Why We Expect More from Technology and Less from Each Other</em></a>. She told of being asked during a recent panel discussion if someone should feel guilty about not wanting to talk to the checkout guy at Trader Joe’s. It seems the questioner saw the time checking out at the trendy grocery chain as her opportunity to catch up on any email she’d missed. But the Trader Joe’s clerk wanted to talk—what Turkle saw as good old-fashioned conversation, even customer service. Turkle broke with the other panelists—manners experts—by suggesting that the questioner go ahead and talk to the checkout guy, reminding her that CVS stores have already replaced checkout clerks with machines. Apple’s Siri takes it even further, she noted, teaching us how to have a conversation, even take advice, from a source that has never experienced a human feeling. Turkle warned that technology appeals to us most where we are most vulnerable—it offers the illusion of companionship without the burdens of friendship.</p>
<p><strong>Darrel Hammond</strong> is the co-founder of the nonprofit <a href="http://kaboom.org/">KaBOOM</a>. Hammond told of how he and his seven siblings became wards of the state when their father left and their mother could no longer care for them. A tough tale of foster care? Not completely. They were raised at a camp outside Chicago, where, among other things, there was a 1,200-acre lawn to run on and countless trees to climb. Now, in an era when just one in five kids lives within walking distance of a public park or playground, and school recess is being cut back, Hammond has become a crusader for play. Play, he noted, is the foundation for learning, as kids work out differences with others who don’t look or speak like them … and it’s fun. Many of us put kids in organized sports, he said, but where’s the creativity when there’s an adult with a whistle? His KaBOOM initiative gathers volunteers to build playgrounds in a single day focusing primarily on so-called “play deserts.”</p>
<p>&nbsp;</p>
<p>The health care field has been particularly immune to innovation in service, aside from ever-fancier medical procedures, according to <strong>Nancy M. Schlichting, </strong>CEO of Henry Ford Health Systems in Detroit. A lot of administrative people are not sensitive to the patient, she said. She called on organizations to look for “disruptive” people, like the surgeon who suggested placing kiosks focused on health and wellness at churches, or the chair of urology who came to her with the idea to adapt robotic technology for prostate cancer patients, or the nurse who draws inspirational sayings on disposable gowns that the staff wears, knowing the gown will be thrown away when the work is done. She cited Gerard van Grinsven, a former Ritz-Carlton manager, who now leads the chain’s West Bloomfield Hospital, which includes not only the latest medical equipment and practices, but also luxury hotel amenities, excellent cuisine, a day spa and an indoor farmer’s market. Recognizing that hospitals can’t pick up and leave the communities where they are anchors, Henry Ford Health has embarked on community partnerships such as providing incentives for employees to live in Detroit.</p>
<p>&nbsp;</p>
<p><strong>Mike Harsh </strong>said when he was a kid, he’d build things in his basement out of junk parts his Navy father would bring home. He didn’t know the math behind any of it, but the things he made, worked. He went to college for material sciences, but wanted to get back to electronics. He was faced with a career choice: design missiles for one of the growing aerospace firms or go to GE Healthcare. He chose the latter for what he thought would be a short experiment, but he has stayed there 33 years, designing nuclear cameras and developing CT scans. Innovation happens at the intersection of disciplines, he said, and some people will always say, “That’ll never work.” People thought ultrasounds would not work. Harsh showed the BIF crowd the progress from early ultrasounds that looked like blurry windshields, to ultramodern instruments using carbon 13 showing light to trace tissue abnormalities.</p>
<p><strong>Robin Chase</strong>, founder of Zipcar, explained how the car-sharing company helps the environment because people often sell their own cars, and then drive less in the rentals where they pay by the hour. She has also spoke of introducing <a href="http://www.buzzcar.com/en/"><em>buzzcar</em></a> in France, in which individuals rent their own cars to their neighbors. An upside is that the owner of the car and the borrower might get tips on restaurants, find baby seats installed—all human niceties you won’t find with a car-rental business like Enterprise. It’s peer-to-peer—a big BIF theme. We can solve world’s problems with such open-innovation platforms for participation, Chase said. As examples, she cited carpooling.com of Germany, which moves a million people a month; fiverr offering small services for $5 and up; Topcoder advancing digital open innovation; and Etsy, the marketplace for things people make themselves.</p>
<p><strong>Jeffrey Sparr</strong> said his Obsessive Compulsive Disorder (OCD) was so bad he’d have the feeling of turning around in a busy airport to find his two-year-old child missing. But he’d have that anxiety all the time. Plus compulsions. During a particularly desperate episode, Sparr tried painting and, lo and behold, he noticed he felt better. He painted obsessively, he said, like the way Forest Gump started running. Pieces included <em>½ of Daddy</em>, depicting himself only half there for his children, and <em>PeaceLove</em>, which he hopes will do for mental illness what the LiveStrong bracelet has done for cancer. <a href="http://www.peacelovestudios.com/">PeaceLove</a> Studios was established by Sparr and a partner to build the first positive symbol for mental illness. One in four people suffer from some kind of mental illness, he noted, and two of three don’t get the help they need due to stigma. Sparr also coined the term “Wear Share Experience” to create a platform so people could share their stories of mental illness in a celebratory way.</p>
<p><strong>Hillary Salmons</strong> spoke of creating a learning world for middle-schoolers through the <a href="http://www.mypasa.org">Providence After School Alliance</a>, which she directs. Besides being the lustiest years for young people, middle-school time is the most robust in terms of asking questions. With brain development in full throttle, these are years we should be tapping, instead of wasting. Moreover, Providence has the third highest child poverty rate in the U.S. One solution has been “AfterZones: a mix of creative, intellectual and physical events with community partners built on a coordinated schedules for the whole city of Providence The police chief got cops to come in for sports. In the third year, teachers started to want to be involved. One offered to teach horseback riding. There was no obvious place to ride, so the police chief offered the police stables. Salmons said the program formed partnerships between informal afterschool educators and formal educators, using inquiry-based STEM learning with groups such as the Audubon Society of Rhode Island. All boats started to rise.</p>
<p><a href="http://www.felicefrankel.com/">Science photographer <strong>Felice Frankel</strong></a>, a research scientist at MIT’s Center for Materials Science and Engineering<strong>, </strong>touted visualization. She spoke about <em>No Small Matter</em>, a book she co-authored with scientist George Whitesides on nanotechnology. The book refers to an information processor connected by wires that are only 1,000 atoms wide. Frankel shared a print she did on acetate using a flatbed scanner to show a nanotube cylinder with details showing electron clouds. Creating the representation made me learn about it, she noted, adding that visualizing reveals misconceptions. We should start drawing collaboratively, she said, and bring this strategy to schools. I don’t draw personally, she added, but I see the power of it. She also championed using photos as metaphors, citing as an example a photo of empty seats at a graduation ceremony to represent the difficult-to-represent notion of cell assembly.</p>
<p><strong>Jeff Lieberman </strong>mesmerized the BIF audience with a time-lapsed photo of a drop of water as he described his work as <a href="http://dsc.discovery.com/tv/time-warp/bio/jeff-lieberman.html">host of Discovery Channel’s <em>Time Warp</em></a>. The only thing an infant pays attention to is what’s right in front of them, he told the BIF audience. Yet adults standing in line are uncomfortable because they’re thinking of where they’d rather be. People are living longer, but with more stress, he said. He cited a Harvard study showing that about half the time people’s minds are not on what they’re doing. He observed how different that is from being an infant, when no alternatives exist to distract the mind, or from being in deep sleep before waking up and beginning “self-created suffering” as the mind gets hung up on categorizing and theorizing the world around it.</p>
<p><strong>Carol Coletta</strong>, president of <a href="http://www.ceosforcities.org">CEOs for Cities</a>, noted that three things attract people to communities: social offerings, openness and aesthetics. She cited a <em>New York Times</em> article arguing that even the Champs-Élysées feels like nowhere because it feels like everywhere. Even bike-sharing and local food movements have moved from fringe movements by citizens to mass consciousness. The global elite used to sit on the boards of local museums and other charities. But now they own second and third homes and effortlessly move between them. When you divide yourself between multiple houses, she wondered, what do you call home?</p>
<p><strong>Carne Ross </strong>told of his<strong> </strong>journey from British diplomat to something of an “anarchist.” While working at the UN for the United Kingdom, he called the Iraq War illegal, putting his future employment in question. In 2004, he founded <a href="http://www.independentdiplomat.org/">Independent Diplomat</a>, to help fledgling states such as Kosovo operate in international halls of power. Today, the world is not a chessboard, Ross said. It’s more like a Jackson Pollock painting. No government can track that and know what’s going on. What might work instead, he suggested, is <em>agent-led</em> change. He pointed to the “Porto Alegre experiment” in Brazil showing, as he wrote in <em>The Nation</em>, that “mass participation in decision-making has succeeded in deliberating the affairs of a city, and the results clearly indicate more equal provision of services, better environmental protection and an improved political culture, one that is open, nonpartisan and uncorrupted.”</p>
<p>&nbsp;</p>
<p><strong>Andrew Hessel </strong>is a “genomic futurist.” In 1990, scientists had analyzed one genome of a virus. By 2000, they had completed the genome of bacteria and humans. Now, genomic synthesizing technology has unlocked genetic engineering, allowing us all to be genetic engineers. In 2004, MIT started to teach undergrads (whom Hessel analogized to undifferentiated stem cells) how to use genomic synthesizing. The living cell is far more complex than an electronic computer, and the cell self-manufactures. Programming it will control food supplies, create new drugs and build renewable fuels.</p>
<p><strong>Jeremy Heimans </strong>runs <a href="http://www.purpose.com/">Purpose</a>, a home for movement-building. Recently, Purpose incubated the global gay rights movement. He showed the BIF audience a photo of a homemade sign, reading: “’I’m very much in love with you’ Free Roger” to protest the arrest of a man in Cameroon for sending a note proclaiming his love for another man. As a child, Heimans<strong> </strong>captured attention trying to counter the Cold War. After finding the UN and nonprofit sector too inefficient, and McKinsey &amp; Co., efficient but not aligned with his politics, he moved on to Oxford, where he again became antsy. Drawn to action, he campaigned against the first Gulf War using faxes and the second one using the Internet.</p>
<p><strong>Teny Gross, </strong>the Israeli-born<strong> </strong>director of the <a href="http://www.nonviolenceinstitute.org">Institute of the Study &amp; Practice of Nonviolence</a> in Providence,<strong> </strong>told of working to end street violence in Boston during the Hub’s cracked 1990s, when the number of murders passed 150 one year (compared to about 30 a year now). Today, his streetworkers include former leaders of the Latin Kings and other gangs who teach young people to stay out of trouble. We need to recycle them into the economy as was done in Belfast, he said, adding that the leader of peace in Israel today is a former soldier. People who were written off are now productive.</p>
<p>Consultant<strong> Susan Schuman </strong>said she<strong> </strong>loves helping companies transform. (Starbucks, IBM, etc.) But how do you drive transformation at scale. Her “Unstuck” app helps individuals bring their best selves to work. She has expanded the model to focus on teams via Teamworks. Organizations have become good at managing the top and the bottom of their workforce but not the “forgotten middle.” Schuman said her first job was on the “Newton” project at Apple, which failed. No one was teaching her, she said. She took the experience and created a company to deal with people in the middle. We think of business as rational. But it’s not only rational. It’s also human and personal. People come to work when they’re sick, cranky, etc. We have to bring the human element into work.</p>
<p>In offering his M.O., <strong>Dave Gray</strong> said: <em>You are always in the middle of something. You have to put it out there. </em>He cited Google and Amazon as successful examples of innovators that are always starting in the middle. When Gray’s company was acquired by DachisGroup, he was concerned because he knew that 70% of change initiatives fail. Besides DachisGroup was a “social business”; Gray wasn’t sure what that meant. At BIF, he used illustrations from<em> Are You My Mother</em> to show him asking “What is a social business?” He started a blog, and became known as a “getting things done” blogger. People kept asking, “Do you have a book?” (Which gave Gray the opportunity to tell a joke at BIF about two professors meeting after not seeing each other for many years. One asks the other, what have you been up to? The second one says I’m writing a book. To which, the first one answers: “<em>Neither</em> am I.”)</p>
<p><strong>Lara Lee, </strong><a href="http://continuuminnovation.com/team/lara-lee/">chief innovation and operating officer at Continuum</a>, described the difficult challenge of helping Pampers enter China. Many people in China live in extended families and use cloth diapers and split pants, so didn’t need disposable diapers. Lee's firm helped position Pampers as allowing more sleep for parents.<strong> </strong></p>
<p><strong>Tony Hsieh, </strong>founder of Zappos and author of <em>Delivering Happiness</em>, told of looked at new campuses in the Fremont East section of Las Vegas—a very community-focused neighborhood many people wouldn't think of being in Vegas. Zappos added ROC (return on community) to its mission. Among other things, Hsieh is partnering with venture for America—like Teach for America, but for entrepreneurs—and offering free hotel rooms, which have led to serendipitous connections and collisions.</p>
<p>And then there were the obligatory precocious teenagers. Last year, 14-year-old mountain climber <strong>Matthew Moniz</strong> <a href="http://www.nebhe.org/thejournal/tell-me-another-one-more-stories-from-the-business-innovation-factory/">spoke of climbing</a> the highest peaks on seven continents and all 50 U.S. states in honor of his best friend who has Primary Pulmonary Arterial Hypertension. This year, the public-spirited teens included <strong>Nicholas Lowinger</strong>, a 14-year-old who started the <a href="http://www.gottahavesole.org/ghs/">Gotta Have Sole Foundation</a> to give shoes to homeless kids and <strong>Rachel Shuster</strong>, the<strong> </strong>16-year-old <a href="http://www.businessinnovationfactory.com/iss/stories/mobilizing-youth-community-service">founder of Kids Care HHH</a>, which offers club models for public service.</p>
<p>To be sure, the young people are a bit confident for their age, but at BIF, they are more than just an affectation; they are the future of innovation.</p>
<p><em>(Cross-published on <a href="http://jharn.wordpress.com/"><strong>JOH NEJHE</strong></a> blog by John O. Harney.)</em></p>
<p><strong>Related Posts:</strong></p>
<p><a href="http://r20.rs6.net/tn.jsp?e=001dDV3ky2memU1OgsUlXpYwyBwoMItqsWNT8bJA9e0_dIxX7YIpUlAjwsh6T7XeUDCVqsUuCHuottfgGcSawqvgEvY2Tas9WEggkazYtYg4rvjfvw5-LQSe3hZcM5bdzBSCrHEF1FdeRMcnF0Ak_cDdwEOZrM9tLDu0SkSyZYKSOtuxFQzeu16Qn1PL6JECOK_2L-jZ9pZykZcxg9z8fSiyHhuBwjqmO-nMW1BUYVkMaCw4A1mcEKvHhgMygX8wG6Kjb5Mj7bdHoR5oyPzYSbeChlV1NrZabFG_FkSAnG0lInITKwb5Jjk5iyg2XGvckxExIWvxHX1vlAv3VAyRclRA134Lk-jt9u6v9eO-CeybIHJIJWlbxIj_YrDVENhAginDryc_tGHsoa7l0i-QwFpsE8Q3R7wVzHrhkbmO1MDXa4=" target="_blank">Tell Me Another One: More Stories from the Business Innovation Factory </a></p>
<p>Tell Me a Story: Reporting from the BIF-6 Conference in Providence</p>
<p><span style="font-size: x-small;"><em>Painting of "The Midway and the Men Who Stole Dolph's Dog" by Montserrat College professor Timothy Harney.</em></span></p>
<p>&nbsp;</p>
</div>]]></content:encoded>
			<wfw:commentRss>http://www.nebhe.org/thejournal/tales-from-the-bif/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Gateway to Healthcare Careers for Vulnerable Students: A New Approach to the Teaching of Anatomy and Physiology</title>
		<link>http://www.nebhe.org/thejournal/gateway-to-healthcare-careers-for-vulnerable-students-a-new-approach-to-the-teaching-of-anatomy-and-physiology/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=gateway-to-healthcare-careers-for-vulnerable-students-a-new-approach-to-the-teaching-of-anatomy-and-physiology</link>
		<comments>http://www.nebhe.org/thejournal/gateway-to-healthcare-careers-for-vulnerable-students-a-new-approach-to-the-teaching-of-anatomy-and-physiology/#comments</comments>
		<pubDate>Tue, 25 Oct 2011 09:54:56 +0000</pubDate>
		<dc:creator>John O. Harney</dc:creator>
				<category><![CDATA[Admissions]]></category>
		<category><![CDATA[Analysis]]></category>
		<category><![CDATA[College Readiness]]></category>
		<category><![CDATA[Commentary]]></category>
		<category><![CDATA[Demography]]></category>
		<category><![CDATA[Journal Type]]></category>
		<category><![CDATA[Schools]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[The Journal]]></category>
		<category><![CDATA[Topic]]></category>
		<category><![CDATA[Trends]]></category>
		<category><![CDATA[anatomy]]></category>
		<category><![CDATA[gateway courses]]></category>
		<category><![CDATA[healthcare]]></category>
		<category><![CDATA[physiology]]></category>
		<category><![CDATA[Southern Vermont College (SVC)]]></category>

		<guid isPermaLink="false">http://www.nebhe.org/?post_type=thejournal&#038;p=10936</guid>
		<description><![CDATA[<p>At Southern Vermont College (SVC) and at our nation’s other colleges and universities, Anatomy and Physiology I (A&#38;PI) is the gateway course into healthcare careers. Given the country’s growing workforce development needs in this field, it is critical that our first-year students accumulate the requisite body of knowledge in the course to pass it and ...]]></description>
				<content:encoded><![CDATA[<div class="pf-content"><p>At Southern Vermont College (SVC) and at our nation’s other colleges and universities, Anatomy and Physiology I (A&amp;PI) is the gateway course into healthcare careers.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del> Given the country’s growing workforce development needs in this field, it is critical that our first-year students accumulate the requisite body of knowledge in the course to pass it and proceed in their healthcare programs:<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>nursing, radiologic technology, dental hygiene, allied health and so forth.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> Disturbingly, at SVC and elsewhere, many first-year students interested in healthcare careers do not succeed in this course, which they take in their first semester.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> They withdraw from the course or the institution, or their final grade may be below the identified threshold for progressing in their programs (77 is the threshold at SVC).<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> In short, A&amp;PI has become a gatekeeper course, preventing students from entering careers where they are sorely needed.</p>
<p>There is no simple or single reason why this situation occurs. Some students realize that healthcare careers are not what they have an aptitude for or want. Yet, there are many students who want to pursue healthcare careers, even though they struggle academically in A&amp;PI.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>Worse, some of those students are leaving college altogether, despite efforts to redirect them to other programs.</p>
<p>While academic failure is a complicated issue, the literature suggests that the students most likely to succeed in A&amp;PI have strong mathematics and science backgrounds and come from high schools with rigorous programs of study. Many of the students at schools like SVC are first-generation students and/or Pell-eligible students, and they have relatively low SAT/ACT scores.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> These students do not enter colleges from programs of study that have prepared them for A&amp;PI, particularly in their first semester of college.</p>
<p>This reality offers some options—most of which are unpalatable.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> We could accept only high-achieving students in our healthcare programs, but we would be failing to fulfill our institutional mission to serve vulnerable students—many of whom will become tomorrow’s healthcare workers.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del> We could water down the course to decrease the degree of difficulty, but we would be creating a cadre of students unlikely to succeed professionally—particularly in fields with national licensing examinations.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> We could offer other foundational courses, deferring entry into A&amp;PI, resulting in expanding the length of time it takes to progress through a healthcare program—a costly consequence for vulnerable students.</p>
<p><span style="text-decoration: underline;"> </span></p>
<p><strong>Solution in a nutshell</strong></p>
<p>Faced with these challenges at SVC, we decided to launch a Pilot A&amp;PI course designed for vulnerable first-year students.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> We identified first-year students we deemed academically at risk, and they were offered an opportunity to enroll in a re-envisioned A&amp;PI course (based on a model deployed in legal education and in certain first-year writing courses).<sup> </sup>We have seen positive trend indicators on all the major items being measured (including that all the Pilot students passed A&amp;PII this summer) and, importantly, some unintended benefits.</p>
<p><strong> </strong></p>
<p>In late spring and early summer of 2010, we evaluated data about the pass rates in A&amp;PI in fall 2009 (a grade of 77 or better).<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>We determined that enrolled first-year students in fall 2009 with a combined mathematics and verbal SAT score of 900 or below were at considerable risk of withdrawing from A&amp;PI, or failing to receive the threshold grade of 77 or better.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> Of the 54 first-year students with available scores (transfer students do not provide scores for admission to SVC), 27 students who either failed to receive the threshold grade of 77 or withdrew from A&amp;PI had a combined SAT score of 900 or less. To be fair, there were students in 2009-10 who failed A&amp;PI with a combined SAT score above 900, and there were students who passed with a combined SAT score below 900.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> However, for 2010, the predicted risk of not earning a 77 was uncomfortably high (in excess of 84%) for students with a combined SAT score at or below 900.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins></p>
<p>Professors and administrators involved in selecting the Pilot students identified 13 first-year students who subsequently enrolled in the new course.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> All had a combined mathematics and verbal SAT score of 900 or less. Given the predicted rate of failing, a sizable course withdrawal rate, and, ultimately, student departures from the college, we attempted to see if the success rate could be improved. Importantly, all outreach literature to these first-year students indicated that our Pilot was designed to enhance the possibility of passing this course.</p>
<p><em> </em></p>
<p><em> </em></p>
<p><strong>Key features of the Pilot</strong></p>
<ol>
<li>The usual semester long A&amp;PI course was stretched over two semesters, and students who received a grade of 77 or better at the end of the spring semester were allowed to enroll in A&amp;PII during the summer, without additional tuition or housing costs<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins>. The mid-year grade for the A&amp;PI course was calculated; however, unless a student earned less than a 60, she or he was permitted to progress to the second semester of the Pilot.</li>
<li>Pilot students completing A&amp;PII successfully in the summer will proceed to Nursing I or into the Radiologic Technology program with their peers who were not in the Pilot course, and they will be on the same track for program completion and graduation.</li>
<li>In the fall 2010 semester, physicians undertook the task of teaching in the Pilot in collaboration with an SVC science professor.<sup> </sup>In addition to teaching the traditional material, the physicians engaged these first-year students in understanding why the material mattered for their future careers.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins></li>
<li>Class lectures and laboratory exercises were integrated, especially to assist students in recognizing how laboratory work informed the course material.</li>
<li>A classroom response system (i.e., clicker technology) was deployed early in the fall semester and then frequently in the spring semester, to determine whether or not the first-year students understood the material.</li>
<li>Retaking quizzes was permitted, but a re-take grade could not exceed a score of 80.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> Retakes were only offered in the fall semester.</li>
<li>Peer tutoring was offered.</li>
<li>A hypothetical patient, Harriet, was created early in the fall semester, and she presented the illnesses the first-year students were studying.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>Harriet was utilized again in the spring semester.</li>
<li>Small group work, collaborative learning, and one-on-one tutoring opportunities were part of the course design.</li>
<li>Residential hall opportunities were offered for shared activities among the Pilot students.</li>
<li>There were ongoing meetings among all involved in the Pilot to assess student progress.</li>
</ol>
<p>&nbsp;</p>
<p><strong>Results of the Pilot</strong></p>
<p>To contextualize the results of the Pilot, data from 2009-10 provide key comparisons.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins></p>
<p>For the fall 2009 A&amp;PI course, 75 first-year students were enrolled.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>Of these, 65% of the enrolled students either failed to earn a 77 (41%) or withdrew from the course (24%).<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>Nineteen percent of the enrolled students subsequently transferred to another college or withdrew from college altogether.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> Eleven percent of the first-year students remained at SVC, but changed their major.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins></p>
<p>Stated in the inverse, 35% of the enrolled first-year students passed A&amp;PI in fall 2009.</p>
<p>Of those who passed the fall 2009 course and for whom scores are available (54), the combined math and verbal SAT score was 992.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> The average combined SAT score for all enrolled students in the course was 882.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> The average high school GPA was 2.87 for all enrolled first-year students for whom data are available.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>The average high school GPA for those who passed was 3.00.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> Among the TRiO students, the withdrawal rates were higher than those for non-TRiO students (39% compared to 7.5%); TRiO students passed the course at a lower rate than non-TRiO students (33% compared with 43%). First-generation students passed the course at a lower rate than non-first generation students (33% compared with 48%).<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins></p>
<p>In examining the results for fall 2010, we begin with the comparable A&amp;PI course. <del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del>Thirty-six first-year students were enrolled. Of these, a total of 22% of the enrolled first-year students either failed to earn a grade of 77 (14%) or withdrew (8%).<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> None of the enrolled first-year students transferred to another institution or left the college, and only 8% changed their majors.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins></p>
<p>Stated in the inverse, 78% of the first-year students enrolled in A&amp;PI in fall 2010 passed the course with a 77 or better.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins></p>
<p>Fully 100% of the enrolled first-year students were retained, compared with 81% of the students in fall 2009. Of the first-year students enrolled for whom we have SAT scores (24), the combined math and verbal SAT score for those who passed was 915.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> <em>(Note that this is 77 points lower than the average for students who passed in 2009</em>.)<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> The overall SAT combined score for enrolled students was 925.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> The average high school GPA for enrolled students, for whom we have data, was 2.97.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> The average high school GPA for those who passed was 3.08.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> Non-trio students had a higher withdrawal rate than TRiO students (11% compared with 0%).<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> TRiO students passed the course at a higher rate than non-TRiO students (88% compared with 84%). First-generation students passed the course at a higher rate than non-first generation students (85% compared with 69%).</p>
<p>Remarkably, the pass rate in the course from fall 2009 to fall 2010 increased from 35% to 78% (a percentage increase of more than 50%), while the average SAT score of the passing students fell by more than 70 points.</p>
<p>In looking at the results for the Pilot, 13 first-year students were enrolled.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>All 13 progressed to second semester with a grade of at least 60.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>Of the 13 enrolled first-year students, 46% earned a fall grade below 77, meaning 54% received a grade of 77 or better for the first semester.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>None of the Pilot students withdrew from the course, and 15% transferred to another institution or withdrew from college.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>Ninety-six percent of the fall 2010 A&amp;P I students (Pilot &amp; traditional) were retained, compared with 81% of the students in fall 2009.</p>
<p>Of the first-year students enrolled in the Pilot for whom we have SAT scores, the combined math and verbal score for those who “passed” the course, or who earned a 77 or better, was 749; the average score for all enrolled students was 725.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>The average high school GPA for the Pilot students was 2.84 and 3.05 for those who “passed.”<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> Only one student in the 2009 A&amp;PI course has a score below 749 and “passed” the course.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>The combined SAT score for the Pilot students who “passed” is 166 points lower than those who passed the traditional course, or 18% lower.</p>
<p>Among the TRiO students, the “pass” rate in the Pilot was 50% and the “pass” rate for non-TRiO students was 66.7%.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>Neither TRiO nor non-TRiO students withdrew.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> First-generation students “passed” the course at a rate of 67%, while non-first-generation students passed at a rate of 20%.</p>
<p>These results are summarized in the following two bar charts.</p>
<p><img class="alignnone size-full wp-image-10938" title="Graph on sats" src="http://www.nebhe.org/wp-content/uploads/Untitled11.png" alt="" width="368" height="204" /></p>
<p><span style="text-decoration: underline;"> </span></p>
<p><img class="alignnone size-full wp-image-10940" title="sat Untitled2" src="http://www.nebhe.org/wp-content/uploads/Untitled22.png" alt="" width="328" height="181" /></p>
<p>&nbsp;</p>
<p>At the end of the spring semester, there was a pass rate of 50% for the Pilot students. No students withdrew, one changed major, and one did not register for the fall 2011 semester.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins></p>
<p>Students who do not succeed in A&amp;PI typically perform poorly in their other courses.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del> The average GPA of the first-year students in the fall 2009 semester who did not succeed in the traditional A&amp;PI course was 1.95.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> The first-year students in fall 2010 who did not pass the traditional A&amp;PI course had an average GPA of 1.48.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> By stretching out A&amp;P I, first-year students were able to learn the course content by studying it differently, more actively, and in a much more engaged manner.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>Additionally, having a less intensive gateway course, that is, having A&amp;PI spread out over two semesters, provided the first-year students with the opportunity to give more attention to their other courses, resulting in higher performance. The fall 2009 semester GPA for first-year students with an SAT score of 900 or below was 2.18.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> The fall 2010 semester GPA for the Pilot first-year students was 2.65 and 2.33 at the end of the spring 2011 semester.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> Those who passed the course (77 or higher) had an average spring semester GPA of 3.17.</p>
<p><span style="text-decoration: underline;"> </span></p>
<p><strong>Conclusions, explanations and next steps</strong></p>
<p>Based on these data, several conclusions can be reached, especially given that all the pilot students passed A&amp;PII this summer:</p>
<ol>
<li>Fewer 2010-11 first-year students withdrew from A&amp;PI (whether run as a traditional course or Pilot) or changed their majors compared to 2009-10 first-year students. </li>
<li>The pass rates in fall 2010 for the traditional A&amp;PI course and the Pilot exceeded pass rates for fall 2009, despite lower average combined SAT scores for both 2010 groups.</li>
<li>The pass rate in the traditional A&amp;PI course improved significantly in 2010.</li>
<li>All first-year students in the Pilot course in fall 2010 succeeded in earning at least a grade of 60 or better, none withdrew from the course, and 54% “passed” the first semester of this two-semester course with a 77 or better. In 2009, 81% of similar first-year students failed at the end of first semester and only one student had a combined SAT score below 749, whereas that was the average SAT score of all the students in the Pilot who passed.</li>
<li>All of the 13 enrolled Pilot first-year students were eligible to progress to the second semester of the course. </li>
<li>Of the Pilot first-year students, 50% received a 77 or higher by the end of the spring semester.</li>
<li>The combined SAT scores of the Pilot first-year students was 18% lower than those in the 2009 A&amp;PI course, yet 50% of them passed—a percentage that exceeds that of other similarly situated students in 2009.</li>
<li>Retention at SVC for the Pilot first-year students was 85% and 100% for the first-year students in the A&amp;PI course.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>This exceeds the retention rate of 81% from fall 2009.</li>
<li>Withdrawal from A&amp;PI improved in the Pilot and A&amp;PI in 2010 (combined 8% compared to 24% in fall 2009).</li>
<li>The average GPA was higher for Pilot first-year students compared to similar students in fall 2009.</li>
<li>These data suggest A&amp;PI can be a gateway course that assists colleges like ours in retaining vulnerable, first-year, healthcare students.</li>
</ol>
<p>While the results of the Pilot are positive, the improved pass rates in the traditional A&amp;PI course are noteworthy as well. We can speculate that several factors account for both these results. First, both the traditional A&amp;PI and the Pilot had manageable class sizes, allowing for more collaborative, engaged teaching. Second, there was greater consistency in the academic levels of the students enrolled in the traditional A&amp;PI course, thereby encouraging success.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> Third, the enhanced teaching strategies (clicker technology, simulated patient, peer-to-peer conversations and student-to-professor/physician conversations) emphasized<strong><em> </em></strong><em>risk-taking and experimentation, encouraging learning while doing over time.</em><em> </em></p>
<p>We believe the program is successful, because all the Pilot students passed A&amp;PII in summer 2011. Naturally, we are pleased with the progress of the Pilot students.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>We are encouraged by the “stretch” model, enthusiastic about the collaborative learning we have observed, delighted by the involvement physicians in the teaching and learning of the class, impressed with the possibilities presented by the classroom response system (the clicker technology), and committed to Harriet, our simulated patient. One major finding so far is that SAT scores alone are poor predictors of student success in A&amp;PI when enacted in a stretch modality with the aforementioned additions.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins><em> </em></p>
<p>Currently, we cannot determine which of the changes led to the improvement in results; however, we believe that all the enhanced teaching strategies benefited our first-year healthcare students. We are encouraged by this effort and the successes experienced by both the Pilot students and the non-Pilot students.<em> </em></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>Notes</strong></p>
<p><em>The authors are grateful to Southern Vermont College President Karen Gross; her genuine commitment to ensuring that vulnerable students progress to and through college has inspired the entire campus community; to Executive Assistant Colleen Little, for assistance with data and charts; and to the Southern Vermont College Success Center, especially Sylvia Jimison and Kitty Farnham, as well as our registrar, Jim Frederick, for the data they provided regarding our TRiO and First-generation students.<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"></ins> We are also thankful for the expertise provided by the physicians that took part in the Pilot project:<del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins>Drs. Nancy Scattergood, James FitzGerald, Michael Gelfand, and Robert Pezzulich.</em><del datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </del><ins datetime="2011-10-24T16:50" cite="mailto:John%20Harney"> </ins></p>
<p>&nbsp;</p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
</div>]]></content:encoded>
			<wfw:commentRss>http://www.nebhe.org/thejournal/gateway-to-healthcare-careers-for-vulnerable-students-a-new-approach-to-the-teaching-of-anatomy-and-physiology/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
	</channel>
</rss>

<!-- Performance optimized by W3 Total Cache. Learn more: http://www.w3-edge.com/wordpress-plugins/

Minified using disk
Page Caching using disk: enhanced
Database Caching 10/19 queries in 0.026 seconds using disk

 Served from: www.nebhe.org @ 2013-10-16 20:45:45 by W3 Total Cache --