Colleen E. Bronner

TL;DR: In this article, weaknesses of current policy are discussed, as well as suggested policy changes to minimize the loss of stream ecosystem functions and services, and the authors suggest that compensatory mitigation policy should clearly define key terms, incorporate adaptive management procedures, and provide guidelines for determining mitigation costs and compensation ratio requirements.

TL;DR: In this article, a data set was assembled with approximately 200 surface soil samples collected from urban locations across New York State (NYS) not directly influenced by known sources of contamination, and statistical characteristics for 17 polycyclic aromatic hydrocarbon (PAH) compounds were examined and compared with draft NYS soil cleanup objectives that had been developed using risk-based and rural background considerations.

Abstract: An important pathway for low-income and first-generation students is matriculation from local community colleges. At the University of California, Davis, transfer students represent approximately 30 percent of incoming undergraduates, one of the largest proportions among the nation’s research institutions. These transfer students often report difficulties in their transition from their community college to the university. Traditionally, they transfer to the study institution at the beginning of the junior year, taking full course-loads of classes on a quarter system. To succeed, students must adjust quickly to the new, faster schedule and expectations, while also trying to build a new community of peers. We investigated the barriers to transfer student success in the College of Engineering at UC Davis, so that future efforts to support this population will align with students’ experiences. Survey data on student experiences while attending UC Davis was evaluated as part of the study, comparing the responses of traditional and transfer students in their junior and senior years at the host institution. The second part of the study involved a set of focus groups with transfer students currently enrolled at UC Davis. These students answered questions about their expectations for academic success after transitioning from their community college, differences in their community at their community college versus the study institution, and other challenges that they have faced during their transition. We identified six themes from our study: 1. Supportive academic advising at UC Davis, 2. Sufficient academic preparation with the exception of MATLAB proficiency, 3. Difficulty changing from a “pro-learning” to a “grade-crazy” environment, 4. Different relationships with instructors, 5. The necessity of building social capital, and 6. Insufficient collaborative space. The information collected was used to identify gaps in support for these transfer students at the study institution. We hypothesize that developing new support services and programs that address the identified thematic areas for transfer students will increase their chances for a successful transition to UC Davis. In Fall 2017, we piloted interventions including a MATLAB crash course for incoming engineering transfer students and a “connection” course for incoming Civil and Environmental Engineering transfer students. These interventions address concerns about academic preparation and connecting students to faculty, on-campus resources, and other students.

TL;DR: In this paper, an elective course focused on guiding students in their development as self-regulated learners through topics including time management, wellness, and reflecting on their progress is presented.