2008 National Survey of Sophomore-year Initiatives PDF Download

Author: Jennifer R. Keup
Publisher:
ISBN:
Category : College sophomores
Languages : en
Pages : 0

View

Book Description

Author: George D. Kuh
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 50

View

Book Description
This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.

Author: Tracy L. Skipper
Publisher: Research Reports on College Tr
ISBN: 9781942072010
Category : Education
Languages : en
Pages : 0

View

Book Description
The responsibility for college success has historically rested with the student, but since the 1980s, educators have taken increasing ownership of this, designing structures that increase the likelihood of learning, success, and retention. These efforts have included a variety of initiatives--first year seminars, learning communities, writing-intensive courses, common intellectual experiences, service-learning, undergraduate research, and senior capstones among others--that have come to be known as high-impact practices. Although first year seminars have been widely accepted as a high impact educational practice leading to improved academic performance, increased retention and acquisition of critical 21st Century outcomes, first-year seminars tend to be loosely defined in the literature. National explorations of course structure and administration demonstrate the diversity of the curricular initiatives across various campuses. In order to determine the attributes that all of these varied courses share in common that contribute to their effectiveness, the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina invited contributions for a book exploring effective educational practices within the first-year seminar. This collection of case studies represents a wide variety of institutional and seminar types. The authors describe the structure, pedagogy, and assessment strategies that lead to high quality seminars and they offer abundant models for ensuring the delivery of a high-quality educational experience to all entering students. The table of contents includes the following: (1) Structural Supports for Effective Educational Practices in the First-Year Seminar (Tracy L. Skipper); (2) The American University of Rome (Jenny Petrucci); (3) Cabrini University (Richard Gebauer, Michelle Filling-Brown, and Amy Perischetti); (4) Clark University (Jessica Bane Robert); (5) Coastal Carolina University (Michele C. Everett); (6) Durham Technical Community College (Kerry F. Cantwell and Gabby McCutchen); (7) Florida South Western State College (Eileen DeLuca, Kathy Clark, Myra Walters, and Martin Tawil); (8) Indiana University--Purdue University Indianapolis (Heather Bowman, Amy Powell, and Cathy Buyarski); (9) Ithaca College (Elizabeth Bleicher); (10) LaGuardia Community College, CUNY (Tameka Battle, Linda Chandler, Bret Eynon, Andrea Francis, Preethi Radhakrishnan, and Ellen Quish); (11) Loyola University Maryland (Mary Ellen Wade); (12) Malone University (Marcia K. Everett, Jay R. Case, and Jacci Welling); (13) Montana State University (Margaret Konkel and Deborah Blanchard); (14) Northern Arizona University (Rebecca Campbell and Kaitlin Hublitz); (15) Southern Methodist University (Caitlin Anderson, Takeshi Fujii, and Donna Gober); (16) Southwestern Michigan College (Christi Young, Jeffrey Dennis, and Donald Ludman); (17) St. Cloud State University (Christine Metzo); (18) Texas A & M University-Corpus Christi (Rita A. Sperry, Andrew M. Garcia, Chelsie Hawkinson, and Michelle Major); (19) The University of Arizona (Marla Franco, Jessica Hill, and Tina Wesanen-Neil); (20) University of Kansas (Alison Olcott Marshall and Sarah Crawford-Parker); (21) University of Maryland Baltimore County (Lisa Carter Beall); (22) University of New Hampshire (Neil Niman, Tamara Rury, and Sean Stewart); (23) University of North Carolina Wilmington (Zachary W. Underwood); (24) University of Northern Iowa (Deirdre Heistad, April Chatham-Carpenter, Kristin Moser, and Kristin Woods); (25) University of Texas at Austin (Ashley N. Stone and Tracie Lowe); (26) University of Texas at San Antonio (Kathleen Fugate Laborde and Tammy Jordan Wyatt); (27) University of Wisconsin-Madison (Susan Brantly and Sorabh Singhal); (28) Virginia Commonwealth University (Melissa C. Johnson and Bety Kreydatus); and (29) Conclusion: What Does It Mean to Be High Impact? (Tracy L. Skipper). (Individual chapters contain references.).

Author: Craig McInnis
Publisher:
ISBN: 9780642448644
Category : College students
Languages : en
Pages : 67

View

Book Description
The conjunction of the pressures arising from the expansion in student numbers, innovations in teaching and learning, and intense market competition between universities, have changed the landscape of higher education. The context for undergraduate students commencing university has been changed with increased choice and flexibility in course design and modes of delivery, and the introduction of a range of institutional strategies to improve transition from school to university. The results reported in this study provide the basis for reflecting on developments and initiatives over the last five years aimed at improving the first year experience in Australian higher education. The data now provide an exceptionally strong basis for monitoring major changes in the student experience in the future. For the first time there is baseline data on the impact of new approaches to teaching and learning on the student experience, and on the changing nature of the relationship between students and universities.

Author: Johnston, Bill
Publisher: McGraw-Hill Education (UK)
ISBN: 0335234518
Category : Education
Languages : en
Pages : 157

View

Book Description
The first year at university can be a very challenging time for students especially in a mass system of higher education. Many students are ill equipped to cope with life at university and retention is now a critical metric for all universities. This has resulted in universities having to spend considerable time and attention on ensuring that the 'first year experience' is as positive as possible for all students. This book sets out to offer a range of practical strategies, underpinned by relevant research, which lecturers can implement when charged with working with first year students and helping them make the transition to higher education. As well as providing a practical resource, the book will be of value to lecturers undertaking the PGCE (Higher Education) as well as CPD courses on teaching and learning in higher education.

Author: John H. Pryor
Publisher: Higher Education Research Institute
ISBN:
Category : Education
Languages : en
Pages : 280

View

Book Description
This annual series, initiated in 1966, is a project of the Cooperative Institutional Research Program (CIRP), the longest-running and largest longitudinal study of the American higher education system. It provides national normative data on the characteristics of students attending American colleges and universities as first-time, full-time freshmen (demographic characteristics; expectations of college; degree goals and career plans; college finances; attitudes, values and life goals).

Author: Jodi Levine Laufgraben
Publisher: First-Year Experience Monograp
ISBN: 9781889271538
Category : Education
Languages : en
Pages : 0

View

Book Description
Common reading programs are becoming a ubiquitous component of first-year experience initiatives. Sometimes controversial, these programs are designed to provide students an introduction to the intellectual expectations of college in an often-informal gathering of college faculty and peers. Yet, truly dynamic and successful programs move beyond book discussion groups to include students, faculty, staff, and the larger community in a wide range of social and intellectual activities. Laufgraben gathers examples from programs across the country to offer a concise and practical guide to planning, promoting, and assessing common reading initiatives.

Author: Mahsood Shah
Publisher: Springer Nature
ISBN: 3030808890
Category : Education
Languages : en
Pages : 354

View

Book Description
The book makes an important contribution to the discourse on student experience in higher education. The book includes chapters that cover important aspects of the 21st century student experience. Chapters cover issues such as: new trends and insights on the student experience; the changing profile of students in higher education and performance measures used to assess the quality of student experience, institutional approaches in engaging students, using student voice to improve the quality of teaching, COVID-19 and its impact on international students, innovative partnerships between students and academic staff, student feedback and raising academic standards, the increased use of qualitative data in gaining insights into student experience, the use of innovative learning spaces and technology to enhance the learning experience, and the potentially disrupting nature of student feedback and its impact on the health and wellbeing of academic staff, and the increased use of social media reviews by students.

Author: Will Allen
Publisher: Avery
ISBN: 1592407609
Category : Biography & Autobiography
Languages : en
Pages : 301

View

Book Description
Previously published as a Gotham Books hardcover edition.

Author: John M. Braxton
Publisher: John Wiley & Sons
ISBN: 111821661X
Category : Education
Languages : en
Pages : 116

View

Book Description
Student departure is a long-standing problem to colleges and universities. Approximately 45 percent of students enrolled in two-year colleges depart during their first year, and approximately one out of four students departs from a four-year college or university. The authors advance a serious revision of Tinto's popular interactionalist theory to account for student departure, and they postulate a theory of student departure in commuter colleges and universities. This volume delves into the literature to describe exemplary campus-based programs designed to reduce student departure. It emphasizes the importance of addressing student departure through a multidisciplinary approach, engaging the whole campus. It proposes new models for nonresidential students and students from diverse backgrounds, and suggests directions for further research. Academic and student affairs administrators seeking research-based approaches to understanding and reducing student departure will profit from reading this volume. Scholars of the college student experience will also find it valuable in defining new thrusts in research on the student departure process.