Download or read book High impact Educational Practices written by George D. Kuh and published by . This book was released on 2008 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book 2008 National Survey of Sophomore year Initiatives written by Jennifer R. Keup and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Ink Knows No Borders written by Patrice Vecchione and published by Seven Stories Press. This book was released on 2019-03-12 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: A poetry collection for young adults brings together some of the most compelling and vibrant voices today reflecting the experiences of teen immigrants and refugees. With authenticity, integrity, and insight, this collection of poems addresses the many issues confronting first- and second- generation young adult immigrants and refugees, such as cultural and language differences, homesickness, social exclusion, human rights, racism, stereotyping, and questions of identity. Poems by Elizabeth Acevedo, Erika L. Sánchez, Samira Ahmed, Chen Chen, Ocean Vuong, Fatimah Asghar, Carlos Andrés Gómez, Bao Phi, Kaveh Akbar, Hala Alyan, and Ada Limón, among others, encourage readers to honor their roots as well as explore new paths, offering empathy and hope for those who are struggling to overcome discrimination. Many of the struggles immigrant and refugee teens face head-on are also experienced by young people everywhere as they contend with isolation, self-doubt, confusion, and emotional dislocation. Ink Knows No Borders is the first book of its kind and features 65 poems and a foreword by poet Javier Zamora, who crossed the border, unaccompanied, at the age of nine, and an afterword by Emtithal Mahmoud, World Poetry Slam Champion and Honorary Goodwill Ambassador for UNHCR, the UN Refugee Agency. Brief biographies of the poets are included, as well. It's a hopeful, beautiful, and meaningful book for any reader.

Download or read book What Makes the First year Seminar High Impact written by Tracy L. Skipper and published by Research Reports on College Tr. This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.).

Download or read book The Ethics of Engagement written by Laura Anker and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding and Reducing College Student Departure written by John M. Braxton and published by John Wiley & Sons. This book was released on 2011-10-07 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Completing College written by Vincent Tinto and published by University of Chicago Press. This book was released on 2012-04-15 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.

Download or read book College Success written by Amy Baldwin and published by . This book was released on 2020-03 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Paying the Price written by Sara Goldrick-Rab and published by University of Chicago Press. This book was released on 2016-09-01 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: A “bracing and well-argued” study of America’s college debt crisis—“necessary reading for anyone concerned about the fate of American higher education” (Kirkus). College is far too expensive for many people today, and the confusing mix of federal, state, institutional, and private financial aid leaves countless students without the resources they need to pay for it. In Paying the Price, education scholar Sara Goldrick-Rab reveals the devastating effect of these shortfalls. Goldrick-Rab examines a study of 3,000 students who used the support of federal aid and Pell Grants to enroll in public colleges and universities in Wisconsin in 2008. Half the students in the study left college without a degree, while less than 20 percent finished within five years. The cause of their problems, time and again, was lack of money. Unable to afford tuition, books, and living expenses, they worked too many hours at outside jobs, dropped classes, took time off to save money, and even went without adequate food or housing. In many heartbreaking cases, they simply left school—not with a degree, but with crippling debt. Goldrick-Rab combines that data with devastating stories of six individual students, whose struggles make clear the human and financial costs of our convoluted financial aid policies. In the final section of the book, Goldrick-Rab offers a range of possible solutions, from technical improvements to the financial aid application process, to a bold, public sector–focused “first degree free” program. "Honestly one of the most exciting books I've read, because [Goldrick-Rab has] solutions. It's a manual that I'd recommend to anyone out there, if you're a parent, if you're a teacher, if you're a student."—Trevor Noah, The Daily Show

Download or read book My Freshman Year written by Rebekah Nathan and published by Penguin. This book was released on 2006-07-25 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Bankers in the Ivory Tower written by Charlie Eaton and published by University of Chicago Press. This book was released on 2022-02-25 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Universities and the social circuitry of finance -- Our new financial oligarchy -- Bankers to the rescue : the political turn to student debt -- The top : how universities became hedge funds -- The bottom : a Wall Street takeover of for-profit colleges -- The middle : a hidden squeeze on public universities -- Reimagining (higher education) finance from below -- Methodological appendix : a comparative, qualitative, and quantitative study of elites.

Download or read book This I Believe II written by Jay Allison and published by Henry Holt and Company. This book was released on 2008-09-30 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: A new collection of inspiring personal philosophies from another noteworthy group of people This second collection of This I Believe essays gathers seventyfive essayists—ranging from famous to previously unknown—completing the thought that begins the book's title. With contributors who run the gamut from cellist Yo-Yo Ma to ordinary folks like a diner waitress, an Iraq War veteran, a farmer, a new husband, and many others, This I Believe II, like the first New York Times bestselling collection, showcases moving and irresistible essays. Included are Sister Helen Prejean writing about learning what she truly believes through watching her own actions, singer Jimmie Dale Gilmore writing about a hard-won wisdom based on being generous to others, and Robert Fulghum writing about dancing all the dances for as long as he can. Readers will also find wonderful and surprising essays about forgiveness, personal integrity, and honoring life and change. Here is a welcome, stirring, and provocative communion with the minds and hearts of a diverse, new group of people—whose beliefs and the remarkably varied ways in which they choose to express them reveal the American spirit at its best.

Download or read book Academic Advising Approaches written by Jayne K. Drake and published by John Wiley & Sons. This book was released on 2013-08-14 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strong academic advising has been found to be a key contributor to student persistence (Center for Public Education, 2012), and many are expected to play an advising role, including academic, career, and faculty advisors; counselors; tutors; and student affairs staff. Yet there is little training on how to do so. Various advising strategies exist, each of which has its own proponents. To serve increasingly complex higher education institutions around the world and their diverse student cohorts, academic advisors must understand multiple advising approaches and adroitly adapt them to their own student populations. Academic Advising Approaches outlines a wide variety of proven advising practices and strategies that help students master the necessary skills to achieve their academic and career goals. This book embeds theoretical bases within practical explanations and examples advisors can use in answering fundamental questions such as: What will make me a more effective advisor? What can I do to enhance student success? What conversations do I need to initiate with my colleagues to improve my unit, campus, and profession? Linking theory with practice, Academic Advising Approaches provides an accessible reference useful to all who serve in an advising role. Based upon accepted theories within the social sciences and humanities, the approaches covered include those incorporating developmental, learning-centered, appreciative, proactive, strengths-based, Socratic, and hermeneutic advising as well as those featuring advising as teaching, motivational interviewing, self-authorship, and advising as coaching. All advocate relationship-building as a means to encourage students to take charge of their own academic, personal, and professional progress. This book serves as the practice-based companion to Academic Advising: A Comprehensive Handbook, also from NACADA. Whereas the handbook addresses the concepts advisors and advising administrators need to know in order to build a success advising program, Academic Advising Approaches explains the delivery strategies successful advisors can use to help students make the most of their college experience.

Download or read book The Toolbox Revisited written by Clifford Adelman and published by . This book was released on 2006 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.

Download or read book Designing Successful Transitions written by National Resource Center for the First-Year Experience & Students in Transition (University of South Carolina) and published by First-Year Experience Monograp. This book was released on 2010 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2010 edition of this monograph addresses many topics (e.g., administration of orientation programs, family involvement, student characteristics and needs, assessment, and orientation for specific student populations and institutional types) that were included in previous editions but approaches them with new information, updated data, and current theory. However, this edition also takes up new topics in response to the "opportunities and concerns" facing orientation, transition, and retention professionals such as collaborations among campus units in the development and delivery of orientation, the increase in nontraditional student populations, the need for effective crisis planning and management in orientation programs, new technologies, and even the challenge of making the case for orientation in an era of diminishing resources. The authors have carefully penned chapters incorporating contemporary information, ideas, and concepts while being reflective of traditional practices. Following a preface by Margaret J. Barr and a foreword by Jennifer R. Keup and Craig E. Mack, chapters in this edition include: (1) Brief Overview of the Orientation, Transition, and Retention Field (Craig E. Mack); (2) Theoretical Perspectives on Orientation (Denise L. Rode and Tony W. Cawthon); (3) Making the Case for Orientation: Is It Worth It? (Bonita C. Jacobs); (4) Administration of a Comprehensive Orientation Program (April Mann, Charlie Andrews, and Norma Rodenburg); (5) Community College Orientation and Transition Programs (Cathy J. Cuevas and Christine Timmerman); (6) Channeling Parental Involvement to Support Student Success (Jeanine A. Ward-Roof, Laura A. Page, and Ryan Lombardi); (7) Extensions of Traditional Orientation Programs (Tracy L. Skipper, Jennifer A. Latino, Blaire Moody Rideout, and Dorothy Weigel); (8) Technology in Orientation (J.J. Brown and Cynthia L. Hernandez); (9) Incorporating Crisis Planning and Management Into Orientation Programs (Dian Squire, Victor Wilson, Joe Ritchie, and Abbey Wolfman); (10) Orientation and First-Year Programs: A Profile of Participating Students (Maureen E. Wilson and Michael Dannells); (11) Creating a Developmental Framework for New Student Orientation to Address the Needs of Diverse Populations (Archie P. Cubarrubia and Jennifer C. Schoen); (12) Designing Orientation and Transition Programs for Transfer Students (Shandol C. Hoover); (13) Nontraditional Is the New Traditional: Understanding Today's College Student (Michael J. Knox and Brittany D. Henderson); (14) Building the Case for Collaboration in Orientation Programs: Campus Culture, Politics, and Power (Beth M. Lingren Clark and Matthew J. Weigand); (15) Assessment and Evaluation in Orientation (Robert Schwartz and Dennis Wiese); and (16) Reflections on the History of Orientation, Transition, and Retention Programs (Jeanine A. Ward-Roof and Kathy L. Guthrie). (Individual chapters contain references.) [For the 2nd Edition (2003), see ED478603.].

Download or read book Ensuring Quality Taking High impact Practices to Scale written by and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Building on previous AAC&U reports, this publication presents research on specific educational practices correlated with higher levels of academic challenge, student engagement, and achievement. The publication features the relationship between these practices and improvements in retention and graduation rates and advice on how to ensure that all students experience multiple high-impact practices. Detailed case studies show how five campuses are providing high-impact practices more pervasively and systematically."--Amazon

Download or read book Service learning and the First year Experience written by Edward A. Zlotkowski and published by First-Year Experience and Students in Transition University of South Carolina. This book was released on 2002 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection presents essays on service-learning and its role in the education of first-year college students. Following a preface by John N. Gardner and an introduction by Edward Zlotkowski, the chapters of section 1, "Making the Case for Service-Learning in the First Year of College," are: (1) "High School Service-Learning and the Preparation of Students for College: An Overview of Research" (Andrew Furco); (2) "Service-Learning and the First-Year Experience: Outcomes Related to Learning and Persistence" (Lori J. Vogelsang, Elaine K. Ikeda, Shannon K. Gilmartin, and Jennifer R. Keup); and (3) "Service-Learning and the Introductory Course: Lessons from across the Disciplines" (Edward Zlotkowski). Section 2, "Looking at Today's Students," contains: (4) "Look Who's Coming to College: The Impact of High School Service-Learning on New College Students" (Marty Duckenfield) and (5) "A Matter of Experience; Service-Learning and the Adult Student" (Tom O'Connell). Section 3, "Learning from Practice," contains: (6) "The University of Rhode Island's New Culture for Learning" (Jayne Richmond); (7) "Institutional Strategies To Involve First-Year Students in Service" (Julie A. Hatcher, Robert G. Bringle, and Richard Muthiah); (8) "Inquiry as a Mode of Student Learning at Portland State University: Service-Learning Experiences in First-Year Curriculum" (Dilafruz Williams, Judy Patton, Richard Beyler, Martha Balshem, and Monica Halka); (9) "A Positive Impact on Their Lives: Service-Learning and First-Year Students at Le-Moyne Owen College" (Barbara Frankle and Femi I. Ajanaku); (10) "Service-Learning in a Learning Community: The Fullerton First-Year Program" (Kathy O'Byrne and Sylvia Alatorre Alva); and (11) "Writing as Students, Writing as Citizens: Service-Learning in First-Year Composition Courses" (Thomas Deans and Nora Bacon). The final section, "Summing Things Up," contains one essay: "What, So What, Now What: Reflections, Findings, Conclusions, and Recommendations on Service-Learning and the First-Year Experience" (John N. Gardner). An appendix contains profiles of 4 additional programs. (SLD).