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Challenging and Supporting the First-Year Student by M. Lee Upcraft,John N. Gardner,Betsy O. Barefoot Pdf
An authoritative, comprehensive guide to the first year of college, Challenging and Supporting the First Year Student includes the most current information about the policies, strategies, programs, and services designed to help first-year students make a successful transition to college and fulfill their educational and personal goals.
Improving the First Year of College by Robert S. Feldman Pdf
The first year of college represents an enormous milestone in students' lives. Whether attending a four-year or two-year institution of higher education, living on campus or at home, or enrolled in a highly selective school or a college with an open-admissions policy, students are challenged in unique and demanding ways during their first year. Although many students rise to the challenges they face, for some the demands are too great. Retention rates beyond the first year are disappointing: one third of first-year students seriously consider leaving college during their first term, and ultimately one half of all students who start college complete it. What are the factors that impact students during their first year? How can the academic and social experiences of first-year students be optimized? What can we do to improve retention rates to maximize the number of students who complete college? Improving the First Year of College employs a variety of perspectives from leading researchers and student-service providers to address these questions and examine the first year of college. This volume also highlights the development of learning communities and coaching, as well as how technology impacts students' first year. Perhaps most important, the book provides examples of "best practices," as determined through research by leaders in the field, to permit educators to draw on their experiences.
At the Intersection by Robert Longwell-Grice,Hope Longwell-Grice Pdf
The experiences of first-generation college students are not monolithic. The nexus of identities matter, and this book is intended to challenge the reader to explore what it means to be a first-generation college student in higher education. Designed for use in classrooms and for use by the higher education practitioner on a college campus today, At the Intersections will be of value to the reader throughout their professional career.The book is divided into four parts with chapters of research and theory interspersed with thought pieces to provide personal stories to integrate the research and theory into lived experience. Each thought piece ends with questions to inspire readers to engage with the topic.Part One: Who is a First-generation College Student? provides the reader an entrée into the topic, with up-to-date data on both four-year and two-year colleges. Part One ends with a thought piece that asks the reader to pull together some of the big ideas before moving on to look more closely at students’ identities.Part Two: The Intersection of Identity shares the research, experience and thoughts of authors in relation to the individual and overlapping identities of LGBT, low-income, white, African-American, Latinx, Native American, undocumented, female, and male students who are all also first-generation college students. Part Three: Programs and Practices is an introduction to practices, policies and programs across the country. This section offers promise and direction for future work as institutions try to find a successful array of approaches to make the campus an inclusive place for the diverse population of first-generation college students.
Emerging Research and Practices on First-Year Students by Ryan D. Padgett Pdf
What factors contribute to students' lasting success? Much research has explored the impact of the first year of college on student retention and success. With the new performance-based funding initiatives, institutional administrators are taking a laser-focused approach to aligning retention and success strategies to first-year student transition points. This volume enlightens the discussion and highlights new directions for assessment and research practices within the scope of the first year experience. Administrators, faculty, and data scientists provide a conceptual and analytical approach to investigating the first-year experience for entry-level and seasoned practitioners alike. The emerging research throughout this volume suggests that while many first-year programs and services have significant benefits across a number of success outcomes, these benefits may not be universal for all students. This volume: Examines sophisticated empirical models Provides critical assessment practices and implications. Examines the four-year college and the two-year institution, which is just as critical. This is the 161st volume of this Jossey-Bass quarterly report series. Timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
Improving the Student Experience by Michelle Morgan Pdf
The landscape of higher education (HE) has dramatically altered in the past 30 years and it continues to evolve and change. More students are entering HE and attending university or college on a global scale than ever before. Supporting and enhancing the undergraduate student experience across the student lifecycle, from first contact through to alumni, is a critical activity in higher education today not only to aid retention and progression but in a highly competitive HE market, the quality of the student experience is pivotal to an institution’s ability to attract students. The student experience encompasses all aspects of student life, i.e. academic, social, welfare, with the academic imperative at the heart of it. However, the increasing costs of delivering HE, a reduction in government/ state funding and constraints on resources means delivering a quality student experience has never been more challenging for those working in HE. Staff at all levels, and across all areas within an institution, are developing and implementing initiatives to improve and enhance the student experience whether they are at the coal face or on the periphery thus making them a ‘Practitioner’ in the student experience. This could include the admissions administrator improving the information available for potential applicants; the academic improving his/her feedback to students or central welfare departments ensuring that their services are being advertised and supported within a student’s home unit (faculty/department/school/course). In this book, the Editor, Michelle Morgan describes how her new student experience ‘Practitioner Model’ provides an organised and more detailed structure; guiding Practitioners in the identification of what they have to deliver, who they need to deliver it to and when they need to deliver it across her six key stages of the student lifecycle: · First Contact and Admissions; · Pre-arrival; · Arrival and Orientation; · Induction to Study; · Reorientation and Reinduction (Returners' Induction) · Outduction (preparation for life after undergraduate study). The Practioner Model offers a new way of thinking in terms of delivering ‘interlinked’ academic, welfare and support activities at the home unit and university level to support the student in their university journey. This book also provides working solutions to real problems in the form of exemplar case studies from the UK and internationally, including chapters from Liz Thomas, Di Nutt, Marcia Ody, Chris Keenan(UK), Mary Stuart Hunter, (USA), Kerri-Lee Krause and Duncan Nulty (Australia). Good practice must be adaptable and transferable because one size does not fit all. It must also be cost effective. And here the authors shows how practitioners can adapt and customise the 40 case studies presented to help them not only improve and enhance the experience of their undergraduate students in their own institution (both full and part-time) but also to support their students’ progression and retention.
Teaching First-Year College Students by Bette LaSere Erickson,Calvin B. Peters,Diane Weltner Strommer Pdf
Teaching First-Year College Students is a thoroughly expanded and updated edition of Teaching College Freshmen, which has become a classic in the field since it was published in 1991. The book offers concrete suggestions about specific strategies and approaches for faculty who teach first-year courses. The new edition is based on the most current research on teaching and learning and incorporates information about the demographic changes that have occurred in student populations since the first edition was published. The updated strategies are designed to help first-year students adjust effectively to both the academic and nonacademic pressures of college. The authors also help faculty understand first-year students and show how their experiences in high school have prepared3⁄4or not prepared3⁄4them for the world of higher education.
College Student Development by Wendy K. Killam, PhD, NCC, CRC, LPC,Suzanne Degges-White, PhD, LMHC-IN, LPC-NC, NCC Pdf
Prepares readers to meet the needs of an increasingly diverse college student population This is a timely and comprehensive overview of key theories of student development that illustrates their application across a range of student services with diverse student populations. It is distinguished by its focus on nontraditional student populations including adults changing careers, parents, veterans, and international students. The book examines relevant theories of cognitive, ethical, moral, and personality development and theories of identity development in terms of ethnicity, gender, and ability. Also covered are theories relevant to disability issues, LGBT identity issues, and to choice of career and major/degree. Unique to the text is information on how theories can be applied, beyond understanding individual students, to student groups and to guide the coordination of student affairs services across the campus. Engaging case vignettes immerse readers in diverse perspectives and demonstrate the application of theory to a wide range of student types and issues. The book covers the history and development of each theory along with its strengths and limitations. Also included are useful suggestions on how to best assist students with current challenges. Reflective questions concluding each chapter help students to reinforce information. An insightful text for courses in college student development in relevant graduate programs and for student affairs professionals who wish to enhance their abilities, this book reflects the realities of contemporary college student life and student affairs practices. Key Features: Applies student development theories primarily to non-traditional college students Presents chapter-opening/closing examples reflecting student diversity Explores the strengths and limitations of each theory Describes how theories can be applied in varied student affairs settings and in broader contexts of student affairs Includes instructor’s resources
After fifteen years of teaching anthropology at a large university, Rebekah Nathan had become baffled by her own students. Their strange behavior—eating meals at their desks, not completing reading assignments, remaining silent through class discussions—made her feel as if she were dealing with a completely foreign culture. So Nathan decided to do what anthropologists do when confused by a different culture: Go live with them. She enrolled as a freshman, moved into the dorm, ate in the dining hall, and took a full load of courses. And she came to understand that being a student is a pretty difficult job, too. Her discoveries about contemporary undergraduate culture are surprising and her observations are invaluable, making My Freshman Year essential reading for students, parents, faculty, and anyone interested in educational policy.
Universities in Transition by Heather Brook,Dee Michell Pdf
Universities are social universes in their own right. They are the site of multiple, complex and diverse social relations, identities, communities, knowledges and practices. At the heart of this book are people enrolling at university for the first time and entering into the broad variety of social relations and contexts entailed in their ‘coming to know’ at, of and through university. For some time now the terms ‘transition to university’ and ‘first-year experience’ have been at the centre of discussion and discourse at, and about, Australian universities. For those university administrators, researchers and teachers involved, this focus has been framed by a number of interlinked factors ranging from social justice concerns to the hard economic realities confronting the contemporary corporatising university. In the midst of changing global economic conditions affecting the international student market, as well as shifting domestic politics surrounding university funding, the equation of dollars with student numbers has remained a constant, and has kept universities’ attention on the current ‘three Rs’ of higher education — recruitment, retention, reward — and, in particular, on the critical phase of students’ entry into the tertiary institution environment. By recasting ‘the transition to university’ as simultaneously and necessarily entailing a transition of university — indeed universities — and of their many and varied constitutive relations, structures and practices, the contributors to this book seek to reconceptualise the ‘first-year experience’ in terms of multiple and dynamic processes of dialogue and exchange amongst all participants. They interrogate taken-for-granted understandings of what ‘the university’ is, and consider what universities might yet become.
Retention, Persistence, and Writing Programs by Todd Ruecker,Dawn Shepherd,Heidi Estrem,Beth Brunk-Chavez Pdf
From scholars working in a variety of institutional and geographic contexts and with a wide range of student populations, Retention, Persistence, and Writing Programs offers perspectives on how writing programs can support or hinder students’ transitions to college. The contributors present individual and program case studies, student surveys, a wealth of institutional retention data, and critical policy analysis. Rates of student retention in higher education are a widely acknowledged problem: although approximately 66 percent of high school graduates begin college, of those who attend public four-year institutions, only about 80 percent return the following year, with 58 percent graduating within six years. At public two-year institutions, only 60 percent of students return, and fewer than a third graduate within three years. Less commonly known is the crucial effect of writing courses on these statistics. First-year writing is a course that virtually all students have to take; thus, writing programs are well-positioned to contribute to larger institutional conversations regarding retention and persistence and should offer themselves as much-needed sites for advocacy, research, and curricular innovation. Retention, Persistence, and Writing Programs is a timely resource for writing program administrators as well as for new writing teachers, advisors, administrators, and state boards of education. Contributors: Matthew Bridgewater, Cristine Busser, Beth Buyserie, Polina Chemishanova, Michael Day, Bruce Feinstein, Patricia Freitag Ericsson, Nathan Garrett, Joanne Baird Giordano, Tawanda Gipson, Sarah E. Harris, Mark Hartlaub, Holly Hassel, Jennifer Heinert, Ashley J. Holmes, Rita Malenczyk, Christopher P. Parker, Cassandra Phillips, Anna Plemons, Pegeen Reichert Powell, Marc Scott, Robin Snead, Sarah Elizabeth Snyder, Sara Webb-Sunderhaus, Susan Wolff Murphy
Handbook for Undergraduate Research Advisors by Faith A. Wilson,Jeffrey L. Thomas Pdf
Written for diverse academic audience, this text serves as a handbook for professors, instructors, and advisors who oversee data collection by undergraduate students for the purpose of writing a research report. It provides background information concerning today’s diverse undergraduate student population and the increasing emphasis placed on research in the college classroom and field settings, presents strategies for enhancing the research writing skills of undergraduate students, and examines specific research contexts. Adult educational theory is woven throughout the text, along with international perspectives.
Mary Stuart Hunter,Barbara F. Tobolowsky,John N. Gardner,Scott E. Evenbeck,Jerry A. Pattengale,Molly Schaller,Laurie A. Schreiner
Author : Mary Stuart Hunter,Barbara F. Tobolowsky,John N. Gardner,Scott E. Evenbeck,Jerry A. Pattengale,Molly Schaller,Laurie A. Schreiner Publisher : John Wiley & Sons Page : 337 pages File Size : 40,9 Mb Release : 2009-10-02 Category : Education ISBN : 9780470538524
Helping Sophomores Succeed by Mary Stuart Hunter,Barbara F. Tobolowsky,John N. Gardner,Scott E. Evenbeck,Jerry A. Pattengale,Molly Schaller,Laurie A. Schreiner Pdf
Helping Sophomores Succeed offers an in-depth, comprehensive understanding of the common challenges that arise in a student's second year of college. Sponsored by the University of South Carolina's National Resource Center for The First-Year Experience® and Students in Transition, this groundbreaking book offers an examination of second-year student success and satisfaction using both quantitative and qualitative measures from national research findings. Helping Sophomores Succeed serves as a foundation for designing programs and services for the second-year student population that will help to promote retention, academic and career development, and personal transition and growth. Praise for Helping Sophomores Succeed "Lost, lonely, stressed, pressured, unsupported, frequently indecisive, and invisible, many sophomores fall off the radar of campus educators at a time when they may most be seeking purpose, meaning, direction, intellectual challenge, and intellectual capacity building. The fine scholars who focused educators on the first-year and senior transitions have done it again?a magnificent book to focus on the sophomore year!" ?Susan R. Komives, College Student Personnel Program, University of Maryland "For years, student-centered institutions have front-loaded resources to promote student success in the first college year. This volume is rich with instructive ideas for how to sustain this important work in the second year of college." ?George D. Kuh, Chancellor's Professor and director, Indiana University Center for Postsecondary Research "A pioneering work, this brilliant text explores in practical and meaningful ways the all but neglected sophomore-year experience, when students face critical choices about their major, their profession, their life purpose." ?Betty L. Siegel, president emeritus, Kennesaw State University? "All members of the campus community?faculty, student affairs educators, staff, and students?will benefit from learning about the unique challenges of the second college year. The book provides research and best practices to help educators and students craft an integrated, comprehensive approach to helping second-year students succeed." ?Marcia Baxter Magolda, distinguished professor, Educational Leadership, Miami University The National Resource Center for The First-Year Experience® and Students in Transition supports and advances efforts to improve student learning and transitions into and through higher education by providing opportunities for the exchange of practical, theory-based information and ideas.
Transiciones is a thorough ethnography of seven Latino students in transition between high school and community college or university. Data gathered over two years of interviews with the students, their high school English teachers, and their writing teachers and administrators at postsecondary institutions reveal a rich picture of the conflicted experience of these students as they attempted to balance the demands of schooling with a variety of personal responsibilities. Todd Ruecker explores the disconnect between students’ writing experiences in high school and higher education and examines the integral role that writing plays in college. Considering the almost universal requirement that students take a writing class in their critical first year of college, he contends that it is essential for composition researchers and teachers to gain a fuller understanding of the role they play in supporting and hindering Latina and Latino students’ transition to college. Arguing for situating writing programs in larger discussions of high school / college alignment, student engagement, and retention, Transiciones raises the profile of what writing programs can do, while calling composition teachers, administrators, and scholars to engage in more collaboration across the institution, across institutions, and across disciplines to make the transition from high school to college writing more successful for this important group of students.
Developing and Sustaining Successful First-Year Programs by Gerald M. Greenfield,Jennifer R. Keup,John N. Gardner Pdf
Developing and Sustaining Successful First -Year Programs First-year programs and interventions have become critical launching pads for student success and retention in higher education. However, these programs often flounder not because of what they are trying to do, but because of the ways in which they are implemented. Developing and Sustaining Successful First-Year Programs offers faculty, academic administrators, and student affairs professionals a comprehensive and practical resource that includes step-by-step guidance for developing new first-year programs and enhancing existing programs. The book explores the key elements that contribute to sustained student success and the programs that have the capacity to continue to meet student needs while making the most of scarce resources. The authors show how to create and sustain critical partnerships, put in place the needed organizational structures, and include strategies for developing effective assessments and evaluations. Developing and Sustaining Successful First-Year Programs is filled with illustrative examples and profiles of successful programs from a range of institutions that vary in size, type, selectivity, and culture. Examples of common programs and interventions include summer bridge programs, student orientation, first-year seminars, learning communities, residential programs, developmental education, and many more. Based in scholarly literature, theory, and practice, the book highlights the initiatives that facilitate the transition, learning, development, and success of new college students.