Download or read book Exploring the Role of Growth Mindset in the Transfer Experiences of Community College Students written by Genevieve Bertone and published by . This book was released on 2016 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine the relationship between growth mindset and the transfer experiences of community college students in a large urban public setting. Through qualitative methods of interviews, document review, and researcher notes, this study explored the usefulness of noncognitive skills, such as self-efficacy and growth mindset, in promoting student success in the transfer process. The growth mindset principle of intelligent practice, defined as effort, plus good strategies, and seeking help from others, was used to frame the interview protocol. This study examined to what extent students utilized growth mindset principles in their transfer process. The goal of this study is to explore how growth mindset can be used to help promote greater student success for students that are interested in transferring to a four-year institution. The results of the study show that growth mindset concepts do influence the transfer experience, especially in regard to a student's interest in seeking feedback, getting help from others, and responding to challenges. However, increased stress was also observed. Principles of growth mindset supported students both in the transfer process and beyond, including the necessary grades and preparations leading to transfer and dealing with transfer shock.
Download or read book Qualitative Dissertation Methodology written by Nathan Richard Durdella and published by SAGE Publications. This book was released on 2017-12-29 with total page 441 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing from the challenges the author has seen in supervising dissertation students, the book breaks down the dissertation chapter into smaller pieces, providing specific and detailed advice on how to frame the chapter, identify a research setting, work with data sources, develop data collection instruments, articulate a data analysis procedure, and adopt a reflexive stance on research roles.
Download or read book Thriving in Transitions written by Laurie A. Schreiner and published by The National Resource Center for The First-Year Experience. This book was released on 2020-11-18 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: When it was originally released, Thriving in Transitions: A Research-Based Approach to College Student Success represented a paradigm shift in the student success literature, moving the student success conversation beyond college completion to focus on student characteristics that promote high levels of academic, interpersonal, and intrapersonal performance in the college environment. The authors contend that a focus on remediating student characteristics or merely encouraging specific behaviors is inadequate to promote success in college and beyond. Drawing on research on college student thriving completed since 2012, the newly revised collection presents six research studies describing the characteristics that predict thriving in different groups of college students, including first-year students, transfer students, high-risk students, students of color, sophomores, and seniors, and offers recommendations for helping students thrive in college and life. New to this edition is a chapter focused on the role of faculty in supporting college student thriving.
Download or read book Qualitative Dissertation Methodology written by Nathan Durdella and published by SAGE Publications. This book was released on 2017-12-29 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designing and writing a qualitative dissertation methodology chapter can be done! Qualitative Dissertation Methodology: A Guide for Research Design and Methods functions as a dissertation advisor to help students construct and write a qualitative methodological framework for their research. Drawing from the challenges author Nathan Durdella has experienced while supervising students, the book breaks down producing the dissertation chapter into smaller pieces and goes through each portion of the methodology process step by step. With a warm and supportive tone, he walks students through the process from the very start, from choosing chairs and developing qualitative support networks to outlining the qualitative chapter and delving into the writing. By the end of the book, students will have completed the most challenging chapter of a qualitative dissertation and laid a strong foundation for the rest of their dissertation work. Corresponding videos featuring the author help concepts come alive for your students.
Download or read book Exploring How Community College Transfer Students Experience Connection in a Commuter University written by and published by . This book was released on 2019 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last 40 years, the expansion of the U.S. community college system resulted in a growing number of students choosing to begin their undergraduate education at a two-year institution and then transfer to a four-year institution. However, many students struggle to establish connection after transferring, especially if they transfer into a commuter university. For many college students, feelings of engagement and connection influence their persistence decisions. Using Tinto's and Astin's theories of student persistence as a framework, the purpose of this in-depth interview study is to explore how commuter community college students who transfer to Portland State University in Portland, Oregon experience connection to the university. This study also aims to identify how commuter community college transfer students become connected to PSU and how the connection experiences for these students change over time. This in-depth interview study explores the connection experiences of 14 commuter community college transfer students who transferred as college juniors. Students were at different points after transferring at the time of their interviews. This study suggests that commuter community college transfer students enroll at four-year universities with no intention of connecting to the institution. Instead, students initially focus on their academic progress. Students then establish instrumental relationships with faculty and classmates as needed in order to progress in their academics. Only once students establish strong connections with faculty and classmates do they begin to establish social relationships that provide additional forms of social support outside of the support they receive from their home social systems.
Download or read book Growth Mindset in Community Colleges a Review of the Literature written by Emilio Delboy (M. Ed.) and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges play a key role in American higher education, educating a disproportionate percentage of low-income and racially minoritized students. At the K-12 and four-year university level, there is some evidence that growth mindset, the idea abilities can be developed through hard work, is correlated with various measures of student success. Further, there is evidence that interventions that increase growth mindset can improve student outcomes, particularly for low-achieving students. In this report, I identify and review the literature focused on growth mindset and community colleges and find that while both students and faculty generally believe that growth mindset is an important component of academic success, the evidence on whether growth mindset is correlated with measurable academic achievement and of the efficacy of mindset interventions is mixed. I conclude with recommendations to help guide future research and practice related to growth mindset at the community college level
Download or read book Transforming Students Lives written by Janet E. Lieberman and published by Stylus Publishing (VA). This book was released on 1998 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The story of the Exploring Transfer project, a 12-year collaboration between Vassar College and LaGuardia and six other community colleges that has resulted in student transfer and graduation rates three times higher than the national average. Describes the strategies that make it a success, and demonstrates how other institutions can adapt it.
Download or read book Mindset written by Carol S. Dweck and published by Ballantine Books. This book was released on 2007-12-26 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: From the renowned psychologist who introduced the world to “growth mindset” comes this updated edition of the million-copy bestseller—featuring transformative insights into redefining success, building lifelong resilience, and supercharging self-improvement. “Through clever research studies and engaging writing, Dweck illuminates how our beliefs about our capabilities exert tremendous influence on how we learn and which paths we take in life.”—Bill Gates, GatesNotes “It’s not always the people who start out the smartest who end up the smartest.” After decades of research, world-renowned Stanford University psychologist Carol S. Dweck, Ph.D., discovered a simple but groundbreaking idea: the power of mindset. In this brilliant book, she shows how success in school, work, sports, the arts, and almost every area of human endeavor can be dramatically influenced by how we think about our talents and abilities. People with a fixed mindset—those who believe that abilities are fixed—are less likely to flourish than those with a growth mindset—those who believe that abilities can be developed. Mindset reveals how great parents, teachers, managers, and athletes can put this idea to use to foster outstanding accomplishment. In this edition, Dweck offers new insights into her now famous and broadly embraced concept. She introduces a phenomenon she calls false growth mindset and guides people toward adopting a deeper, truer growth mindset. She also expands the mindset concept beyond the individual, applying it to the cultures of groups and organizations. With the right mindset, you can motivate those you lead, teach, and love—to transform their lives and your own.
Download or read book Growth Mindset Intervention at the Community College Level A Multiple Methods Examination of the Effects on Faculty and Students written by Miguel Daavid Powers and published by . This book was released on 2015 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The problem of college student success rates, especially for basic skills students, is well documented. The current study builds on established growth mindset research as an effective non-cognitive approach. Although research has documented the effects of a growth mindset in other populations, scant research examines the concept at the community college level. This study used a multiple methods experimental design to examine the short-term effects of a brief growth mindset intervention on basic skills English faculty and students at two California community colleges. Using random assignment, intervention faculty were trained to present six sessions encouraging students to adopt a growth mindset--the belief that one's intelligence can grow through intelligent practice. Intervention faculty (n = 9) completed pre-test and post-test surveys and a series of reflections, as well as an interview and focus groups. Intervention students (n = 208) completed intervention response sheets and closed-ended pre- and post-intervention surveys. Comparison faculty (n = 9) and students (n = 223) completed closed-ended pre- and post-intervention surveys. Furthermore, outcome data regarding student course completion and success were collected. Results demonstrate that all intervention faculty changed their mindsets, and their view of students. Consequently, faculty changed their assignments, class discussions and grading practices to foster a growth mindset. All faculty will embed growth mindset as a fundamental element of their teaching. For students, the qualitative data suggest changes in student mindset and behavior, but results from statistical analyses were mixed. Most students changed their mindset (p
Download or read book Mindset Mattering written by Michelle Lynn Goldys and published by . This book was released on 2021 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Institutions of higher education have shifted their focus from access and enrollment to creating more effective institutional conditions that lead to academic success, persistence, retention, and completion. Academic coaching has surfaced as a promising support concept in higher education, and to date, little empirical research exists on the subject, especially within community colleges. Guided by Schlossberg’s (1989) theory of marginality and mattering, this qualitative study explored first year students’ mattering experiences, perceptions of academic coaching and belonging at a southeastern community college in the United States. This study contributed to an understudied area of research for a distinct student population. The findings of this study demonstrated that first-year students, who did report initial feelings of marginality, but who also received support from an academic coach reported a strong sense of belonging and mattering on campus, helping them to overcome feelings of marginality and to persist.
Download or read book The Successful Experiences of First Generation Community College Transfer Students written by René McKenzie and published by . This book was released on 2015 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenological study was to explore the successes of first generation, community college transfer students served by a TRiO/Student Support Services (TRiO/SSS) program. This study addresses a specific problem in higher education -- there are a limited number of first generation transfer students who successfully matriculate from a community college to a university to complete a four-year degree. A large number of students attending community colleges are first generation and identified as disadvantaged students and unable to earn a degree. In 2005, there were more than 4.5 million low-income, first generation students enrolled in postsecondary education, equating to approximately 24% of the undergraduate population (Berkner et al., 2005). Previous studies focused primarily on students' deficits and not their successes; this study gathered responses from nine study participants that were on target for a successful transfer. There are a limited number of studies that interviewed students prior to the transfer. In an attempt to gather relevant and current data reflective of the students' experiences, interviews were held during the students' final term at the Rogue Community College (RCC). Two broad research questions were the basis for this study: (a) what successes have you experienced as a first generation transfer student while receiving services from a TRiO/Student Support Services program as you prepare to transfer to a four-year school? (b) what activities and resources provided by the TRiO/SSS program contributed to your successful experience as a community college transfer student? The study used three data collection methods: (a) semi-structured face-to-face interviews, (b) a focus group, and (c) journaling. The participants' responses were recorded, transcribed, coded, and analyzed. The data revealed five predominant themes: 1. TRiO/SSS provided a community for students that sometimes acted as family 2. Access to TRiO/SSS services had a positive impact on student success and transfer 3. A sense of belonging to TRiO contributed to student's educational success 4. Navigating college and how to "do" school was learned at TRiO and Rogue Community College (RCC) 5. Student's confidence to complete the Bachelor's degree was increased by their utilization of the TRiO/SSS program services The study concluded that first generation community college students, served by a TRiO/SSS program, were successful transfer students. The students stated that they were well prepared to transfer to the four-year university and complete a Bachelor's degree. Furthermore, the study participants were able to articulate their successes and identify the resources and services that contributed to their success. Implications for further research include (a) this study was limited as there were no comparison subjects; a future study could compare non-TRiO students to students served by a TRiO program to determine differences. (b) the study could be repeated and the same students interviewed after they transfer to the university. (c) a future study could be conducted at other Oregon community colleges that have TRiO/SSS programs to see if the student successes and transfer rates are similar. Results of this study will provide insight for higher education administrators, policy makers, and college personnel seeking to improve student transfer services between institutions and increase degree completion at the community college level.
Download or read book Thriving in the Community College and Beyond written by Joseph B. Cuseo and published by . This book was released on 2019-08-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exploration of the Reverse Transfer Phenomenon Through Community College Student Experiences written by Genevieve I. D. Siwabessy and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: An increasing number of students are engaged in "non-traditional" pathways enrolling at multiple institutions within a system and across segments. These varied patterns were identified decades ago, yet most higher education studies have focused on the "traditional" pathway of students who begin at a community college to transfer to a four-year or students who begin at a four-year right out of high school. This study explores one of these other enrollment patterns, specifically, the reverse transfer phenomenon. Reverse transfer students are those who transfer to a community college from a four-year institution before obtaining a baccalaureate degree. The goal of this study was to construct common themes of the reverse transfer phenomenon using in-depth student interviews. Within these interviews, the protocol was structured to extract how students engage in the college selection process and to better understand how they perceived their higher education journey. Twelve community college students participated in this study at various points of their community college journey after transferring from their original four-year institution. Each interview was used to develop individual student profiles as one part of the analysis process, assisting in the identification of shared themes across participant stories. Students in this study held negative perceptions of the community college when they were in high school, which deterred them from enrolling directly into one. However, their perceptions changed once they enrolled in a community college to redirect their higher education journey. The reasons for enrolling in the community college included financial considerations and exploration of interests. Additionally, the students in this study share a common interest in continuing toward a baccalaureate degree; the community college is not meant to be the end of their schooling.
Download or read book Ready for a New Start A Case Study of Students Who Transfer From Four Year Institutions to Community College written by Brian R. Mitra and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The findings of this study demonstrated that not only was there an emotional impact on reverse transfer students following their dismissal or stop out and a perceived emotional toll for their parents, siblings, and significant others. These emotions served as catalysts to moving forward and were critical in students' reflections of the reverse transfer experience. Knowledge attainment and skill development played pivotal roles in learning and success at the community college. Participants immersed themselves in community college by engaging in various campus activities and events to hone skills and attain knowledge. Finally, reverse transfer students faced personal and institutional impediments that hindered their success at the community college; in particular, participants described their assumptions of community college, fear of failing again, and lack of confidence as challenges. This study offered recommendations and implications for future research for adult learners, counselors, program developers, administrators, and adult education generally.
Download or read book Transfer Students Trends and Issues written by Frankie Santos Laanan and published by Jossey-Bass. This book was released on 2001-08-20 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The summer 2001 issue of New Directions for Community Colleges evaluates recent research and policy discussions about transfer students and addresses the critical issues facing students moving through the educational pipeline. Chapters include: (1) "Transfer Student Adjustment" (Frankie Santos Laanan); (2) "Institutional Responses to Barriers to the Transfer Process" (Eboni M. Zamani); (3) "Honors Programs: A Case Study of Transfer Preparation" (Herald R. Kane); (4) "Toward a More Perfect Union: Reflecting on Trends and Issues for Enhancing the Academic Performance of Minority Transfer Students" (Wynetta Y. Lee); (5) "Student Transfer Between Oregon Community Colleges and Oregon University System Institutions" (James C. Arnold); (6) "Studying Transfer Students: Designs and Methodological Challenges" (Carol A. Kozeracki); (7) "Transfer Readiness: A Case Study of Former Santa Monica College Students" (Brenda Johnson-Benson, Peter B. Geltner, and Steven K. Steinberg); (8) "Making the Transition to the Senior Institution" (Latrice E. Eggleston and Frankie Santos Laanan); and (9) "Leadership Perspectives on Preparing Transfer Students" (Phoebe K. Helm and Arthur M. Cohen). (EMH)
Download or read book Growth Mindset for Teachers written by Sherria Hoskins and published by Learning Matters. This book was released on 2019-09-30 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: Growth Mindsets are recognized as a powerful teaching and learning tool. To avoid misunderstanding, misuse or oversimplification, this new book explores what Mindsets are, what they are not and how effective use of them can support and enhance learning and teaching. It takes a focused look at whether a more general approach to mindsets for all learning in the classroom is more effective than a subject specific approach and explores who Mindsets can work for. It includes a chapter on Mindsets and SEN and also looks at wider issues of self-esteem, mental health and wellbeing. It offers clear guidance backed up by research and avoids quick fixes or suggestions with little evidence base. The text will appeal to teachers as a pragmatic and trusted guide to a well-known strategy proven to enhance learning.
Download or read book How People Learn written by National Research Council and published by National Academies Press. This book was released on 2000-08-11 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
