Achieving Student Success
Achieving Student Success

Author: Donna Hardy Cox

Publisher: McGill-Queen's Press - MQUP

Published: 2010-01-11

Total Pages: 312

ISBN-13: 0773575723

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This incisive and luminescent story, scrupulously grounded in sixteenth-century sources, illuminates the power that "naming" has to create a world - in this case a world still haunted by being the accidental Indies. It is a book about how we perceive and represent the world around us, about the creative and destructive power of language. Through its elaboration of the rich and lively ironies of the Columbus story, The Accidental Indies looks at the nature of storytelling itself.

Survey of American College Students 2022, Experience of Internships
Survey of American College Students 2022, Experience of Internships

Author: Primary Research Group Inc.

Publisher:

Published: 2022-06-29

Total Pages:

ISBN-13:

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This report, based on data from a representative survey of 1,765 full time college students at 4-year colleges in the USA, looks closely at the number and kinds of internships sponsored by colleges that students have taken. The study helps its readers to answer questions such as: which students have had internships and which have not? How many have they had? How satisfied were they with these internships? Were they paid or unpaid internships? If paid, were they paid by the hour or by lump sum or honorarium? If paid by the hour, how much did students make? Just a few of the many findings of this unique report are:Students who grew up in major cities were much more likely to have had internships than those who grew up elsewhere.Nearly 24% of undergraduate students at private colleges have had an internship through their college.Students studying environmental sciences or psychology were the most likely to have an unpaid vs. a paid internship.About 4.3% more men had a paid than unpaid internship while for women, about 3.3% more had an unpaid than paid internship.Data is broken out by more than 20 institutional and personal variables including but not limited to: income of family of origin, race/ethnicity, religion, gender, regional origins, current employment status, sexual orientation, major field of study, age, year of school standing, type of college, size of college, tuition level of college, and many other variables.

Student Success in College
Student Success in College

Author: George D. Kuh

Publisher: John Wiley & Sons

Published: 2011-01-07

Total Pages: 422

ISBN-13: 1118046854

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Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

An Exploratory Study of First-semester Student Attrition in a Community College
An Exploratory Study of First-semester Student Attrition in a Community College

Author: Ophelia Turner Scott

Publisher:

Published: 2010

Total Pages: 302

ISBN-13:

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The purpose of this exploratory study was to determine if student background variables (age, gender, race, academic preparation); student status (part/full-time student), and student circumstances (commuting distance, independent/dependent financial student status) could predict fall-to-spring attrition (2006-2007) in a sample of 542 first-time, first-semester students at a community college in Southern Indiana. This study also included the results from an exit survey administered in the spring semester by the college. The sample consisted of 403 students who persisted to the next semester, and 121 students who did not persist to the next semester. Demographic variables, COMP ASS math and reading scores, independent/dependent student status, fulltime/ part-time student status, and driving distances were collected from the sample population. Descriptive statistics were used to identify differences between persisters and non-persisters. Hierarchical logistic regression was used to determine which study variables best predicted second semester student attrition. The exit survey analysis was used to provide anecdotal snapshots of student attrition. The students who persisted to the second semester were slightly older and had a higher percentage of males. The students who did not persist to the second semester had higher percentages of females and higher percentages of minority students and students with entrance scores requiring remedial classes before taking program-specific classes. Results of the hierarchical logistic regression indicated the COMPASS reading score variable and the full-and part-time student status variable were statistically significant predictors of attrition.

Service-learning and the First-year Experience
Service-learning and the First-year Experience

Author: Edward A. Zlotkowski

Publisher: First-Year Experience and Students in Transition University of South Carolina

Published: 2002

Total Pages: 188

ISBN-13:

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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).