archives@tulane.edu / Clinical trials are often seen as the gold standard by which the medical community judges the effectiveness of new medications, treatment options, and preventative strategies. When surveyed, around 80% of the general population seems willing to participate in clinical trials if they are offered the opportunity; yet only around 3-5% of adults actually participate, with minority participation often even lower. This gap between initial willingness and actual enrollment has not been well studied, but the barriers to enrollment have been. The most common barriers to enrollment are: a lack of enrollment opportunities, a lack of knowledge about clinical trials, fear of side effects, and a distrust of medical research. This project attempted to address three of the most common barriers of clinical trial enrollment (lack of knowledge, distrust of clinical trials, lack of enrollment opportunities) as well as better understand the gap between willing to enroll and actual enrollment. Interviews with participants were conducted to see if a video explaining clinical trials could improve knowledge and comfort, and registry patients were tracked throughout the enrollment workflow to see where drop off occurs as well as to see if offering enrollment opportunities to everyone would increase enrollment and decrease racial disparities in enrollment. Overwhelmingly patients believed that resources like the video increased their knowledge, understanding, and comfort of clinical trials and should be shown to patients considering clinical trials. If a shorter version was developed, it should cover risks, benefits, the ability to withdraw at any time, and what a clinical trial is. Furthermore, the relationship between the caregiver and the patient is of utmost importance. In tracking patients throughout the enrollment workflow, around 29% did not even engage when given the opportunity and 22% had very little engagement. Furthermore, large drop-offs were seen whenever patients had to enter personal information about themselves. Strong efforts should be made to capture patients attention at the onset in order to motivate individuals to complete the workflow and increase enrollment rates. Furthermore, while only 3% of participants ended up enrolling in our study, when the opportunity to enroll was offered to everyone, African Americans enrolled at the same rates as their White counterparts. Future studies should be sure to offer equitable enrollment in order to ensure adequate enrollment of minority groups that tend to be underrepresented in clinical trials. / 1 / Cannon Ledford

Thesis (Ed.D.)--University of Tulsa, 1969. / Bibliography: leaves 121-123.

No description available.

The purpose of this study is to ascertain students’ perspectives on dual enrollment and dual credit in a south Mississippi community college. The problem is the need to understand the perceptions of students regarding dual enrollment and dual credit to help foster better policies surrounding the program, help promote positive benefits for the students, and overall improve dual enrollment and dual credit to better suit the growing need and demand for a college degree. Dual enrollment and dual credit have become prominent in the U.S. Many studies have shown to have positive outcomes including increased high school completion rates, improved college persistence, and higher degree completion. The research was conducted using a questionnaire by the National Alliance of Concurrent Enrollment Partnership (NACEP) that surveyed community college students at a south Mississippi community college to determine their perspectives of dual enrollment and dual credit. All participants were over the age of 18. Only those students who were dually enrolled or took dual credit classes in high school were allowed to participate in this study. The descriptive research study was used to obtain information that describes existing opportunities by asking past dual enrollment and dual credit students about their perspectives, attitudes, and beliefs about college preparedness and dual enrollment and dual credit. This study is constructed to give a detailed analysis of self-reported data by an elite group of individuals (dual enrollment and dual credit participants) at a specific time. The participants were asked a series of questions using a questionnaire to collect data about their dual enrollment and dual credit experience. Students in the study felt that dual credit and dual enrollment and dual credit was good, and they would recommend it to other students. These perceptions were especially true for those students with lower high school GPAs and in families where the mother had less education.

Advanced placement courses are designed to be innovative and rigorous and also encourage and promote critical thinking, communication, and collaboration. Currently, most high schools across the United States offer advanced placement courses with the intent that students enrolled in such courses will be prepared for entering and completing college courses. While advanced placement courses are intended to promote enriched learning experiences for all students, the enrollment of Latino students in high school advanced placement courses is low as compared to other student groups excluding African American students (College Board, 2010). Despite reports, studies, and literature surrounding equity and access in the advanced placement program, research and literature is limited with respect to identifying factors that influence the enrollment in advanced placement courses in high schools from the perspective of Latino students. The purpose of this study was to identify the factors that influence Latino students in their decision to enroll and participate in advanced placement courses in high schools. Moreover, identifying factors that influence enrollment in advanced placement courses from the perspective of the Latino student was critical to analyzing current practice and informing future strategies for increasing enrollment in high school advanced placement courses. This qualitative case study provided rich, descriptive data drawn from student experiences and perceptions from individual interviews that allowed for flexibility and opportunities for further exploration of topics or ideas that emerged from the research to best identify the factors that influence enrollment in advanced placement courses. / text

The purpose of this study was to determine the extent to which enrollment management exists within the 15 community colleges in Mississippi. This study also obtained specific information on enrollment management implementation, as well as the benefits and barriers to that implementation. Analysis of the data collected in this study indicated the five major findings. First, enrollment management concepts and practices have been implemented to some extent within the 13 community colleges surveyed. This was evident by the use of the word “enrollment” within several of the titles of participants that were surveyed. Another enrollment practice revealed was the enrollment management structure used by the majority of the community colleges that participated in the study. The majority of the colleges reported either using the coordinator model, in which a midlevel manager oversees enrollment management, or the division model, in which a vice-president is responsible for overseeing enrollment management. The study also revealed that the majority of the community colleges reporting did not have a long-term enrollment plan in place. Only a small percentage of the reporting institutions reported using any type of formal plan, and an even smaller percentage reported having a long-term enrollment management plan in place. Second, all reporting institutions reported that improved graduation rates and student retention had been the received benefits of their current enrollment management structure. Third, all reporting institutions reported understaffing and limited financial resources as a barrier to effectively implementing enrollment management within their institution. The fourth major finding was that of the strategies listed within the survey, 100% reported using an increased collaboration with high schools as a strategy to increase enrollment. This strategy was followed in frequency by the expansion of online courses and the presidents placing an emphasis on the importance of enrollment management. The fifth major finding was that the majority of the reporting institutions felt that their current enrollment management structure had met or exceeded their enrollment management expectations.

Thesis (Ed. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Thesis (MPhil. Population Studies) -- University of the Western Cape, 2009. / Includes bibliographic references (leaves 114-118).

Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.