Bluegrass Community and Technical College

22 academic year, the first post-COVID enrollment cohort? Did retention recover from its decline in 2020-21? An ACM task force addresses these questions for bachelor's and associate's programs in its annual report. Five-year trends on enrollments, degree completions, and retention are provided. The report separately considers those bachelor's programs at non-doctoral granting institutions, providing retention data for these institutions for the first time while incorporating enrollment and completion data that formerly appeared in the ACM NDC Study.

Statistics suggest that African Americans have a disproportionately high prevalence of Alzheimer disease (AD), yet are less likely to enroll in AD clinical trials than white individuals. Although research has previously identified various barriers to participation, relatively little is known about how to overcome these barriers and engage African American individuals in AD research. The purpose of this study is to better understand how African Americans conceptualize brain health and their ability to influence healthy brain aging. Three African American community advocates each facilitated a small group of African American participants over 8 to 10 sessions of a photovoice process involving discussion and sharing of images focused on brain health. Sessions were audiotaped and transcribed verbatim and photographs were uploaded. Participants recognized a diversity of what brain health can mean and indicated an interconnectedness between brain health and its influences. Key factors that were identified by group members as key to brain health included lifestyle factors, activity, and engagement and nature, resiliency, and positivity. These emic insights into perceptions of brain health may represent important foci for targeted messaging strategies to promote brain health and research engagement within the African American population.

After the Association for Computing Machinery (ACM) and the IEEE Computer Society endorsed the recently completed Information Technology Curricula 2017 Curriculum Guidelines (IT2017) for Baccalaureate Degree Programs in Information Technology (IT) [1], the ACM Committee for Computing Education in Community Colleges (CCECC) at the direction of the ACM Education Board joined with the chair of the IT2017 task group to create corresponding guidance for two-year colleges offering IT transfer programs. In some countries, students can complete the first two years of a Bachelor's degree at a two-year school (which may be known as a community college, technical college, or junior college), and then transfer to a university to complete the remaining two years of their course of study [3]. The CCECC formed the IT Transfer Task Force (ITTTF), consisting of educators from both two-year colleges and four-year universities, to provide guidance for IT programs in such two-year schools. The guidance includes the competencies students should achieve during the first two years of an IT Bachelor's degree. The ITTTF is currently seeking public feedback from educators and IT industry representatives on an initial set of competencies to guide how the ITTTF should proceed to build IT Transfer Curriculum Guidelines. This poster will outline the initial selection of competencies to solicit feedback and input on the guidelines, including best practices for communication between two year IT Transfer programs and their four year university partners.

Over half of community college (CC) students are non-white, and more than half of all Hispanic and Black undergraduates start at community college. Given that community colleges (CCs) enroll minorities and women in larger numbers than four-year institutions, it is imperative for both, CCs and four-year institutions, to engage in collaborative efforts to broaden the participation of diverse peoples into computing and facilitate unobstructed pathways from the two-year to four-year educations. While CCs are rich in diversity, their students face an inordinate number of obstacles transferring to a bachelor's degree particularly in computer science (CS). The complexities of the CC landscape require that experts from various backgrounds come together to share knowledge and experiences to contribute to a better understanding of the role CCs can play with four-year institutions in broadening the participation efforts in CS and information technology (IT).

The aim was to determine the discrepancy rate between the preliminary interpretation by sonographers and the final radiology interpretation for biliary sonographic findings. Institutional review board approval was obtained. Four hundred consecutive right upper quadrant sonographer performed ultrasounds were reviewed retrospectively. Sonographers' worksheets were compared with the final radiology report. For the purposes of this project, only the biliary findings were compared and reviewed. Discrepant findings were reviewed by 5 ultrasound experts, and a majority vote sought to determine truth, sonographer worksheet findings, or radiologist report. The clinical impact of the discrepant findings was also evaluated. Of the 400 scans, there were 338 agreements and 62 discrepancies. The overall discrepancy rate was 15.5%. The most frequently contested discrepancy was the presence or absence of pericholecystic fluid n = 21. Sonographers (S) were deemed correct 8 times and radiologists (R) 13 times, denoted 8/13 (S/R). The overall split was 30/32 (S/R) with radiologists deemed correct 52% of the time and sonographers 48% of the time. Using a 1-sample proportion χ test with Yates' continuity correction, there were no statistically significant discrepancies between the 2 groups. We observed an interpretation discrepancy rate of 15.5% with radiologists deemed correct slightly more frequently, although this did not meet statistical significance. Clinically impactful discrepant findings (6.5% of all discrepancies) were all correctly called by the radiologists. Both groups bring tremendous value to the ultrasound arena, and continued collaboration should be encouraged. The aim of this study was to determine the discrepancy rate that exists between the preliminary interpretation by sonographers and the subsequent final radiology interpretation for biliary sonographic findings.

As directed by the ACM Education Board, the ACM Committee for Computing Education in Community Colleges (CCECC) is finalizing its curricular guidance for associate-degree Information Technology (IT) programs, consisting of core IT learning outcomes with associated assessment metrics. The competency model, influenced by international perspectives, is available from www.capspace.org, and waits Ed Board approval in Q3 2014.

This article provides examples of how serious misconceptions can result when only “all student” scores from the National Assessment of Educational Progress (NAEP) are used for simplistic state-to-state comparisons. Suggestions for better treatment are presented. The article also compares Kentucky's eighth grade EXPLORE testing to NAEP results for the same cohorts, finding that NAEP math and reading proficiency rates are astonishingly close to the reported percentages of those same students scoring at or above the EXPLORE Benchmark scores, which indicate those students are on track for success in college.