Impact of a Career Exploration Component on Student Persistence PDF Download
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Author:
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 6
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Book Description
Author:
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 6
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Book Description
Author:
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 5
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Book Description
Author: Ben Littlepage
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The study examined whether 181 academically underprepared, first-time freshmen were found to increase persistence and academic achievement due to the early intervention of a career exploration assessment. Persistence was defined as continuous, active enrollment from Fall 2010 to Fall 2011. Academic achievement was defined as grade point average. The study site was a rural community college located in northwest Tennessee where household poverty was high, educational attainment was low and 70 percent of first-time freshmen had a remedial education need in 2010. Pre-existing characteristics and the level of academic preparedness for each participant were collected. Participants were purposefully sampled by using a college transitions course required of students who test into one or more remedial subject areas. Nine independent variables were collected: gender, race, parent’s education level, enrollment status, age, Holland personality types and the number of prescribed developmental studies courses in mathematics, reading and writing. The sample largely consisted of participants who were enrolled full time and between the ages of 18 and 24. Six hypotheses were proposed. Data were analyzed using one sample t-tests, multiple linear regression, binary logistical regression, eta coefficient, and two-way chi square. Statistically significant increases in persistence and academic achievement were found in the sample when compared to the population of academically underprepared, first-time freshmen from Fall 2009. Gender, race, primary personality type and the number of prescribed developmental studies reading courses were statistically significant variables in predicting persistence. Female Caucasians with a Social primary personality type and no prescribed developmental studies reading courses were most likely to persist from Fall 2010 to Fall 2011. Age, enrollment status, race, gender, and the number of prescribed developmental studies reading courses were statistically significant variables in predicting academic achievement (grade point average). Traditional aged, full-time enrolled, Caucasian, female participants with no prescribed developmental studies reading courses were most likely to demonstrate academic achievement from Fall 2010 to Fall 2011. A statistically significant relationship between Holland personality types and academic achievement was not found. Persisters and non-persisters were not related in a comparison of Holland personality types. Recommendations to increase student exposure to career exploration and for future research were made. .
Author: Merith Weisman (Graduate student)
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 0
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Book Description
Author: John Patrick
Publisher: IAP
ISBN: 1617355100
Category : Education
Languages : en
Pages : 419
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Book Description
The purpose of Career Development in Higher Education is to provide a broad and in-depth look at the field of career development as it applies to individuals involved in higher education activities, in a variety of educational and vocational training settings. The book will examine some of the field’s major themes, approaches and assumptions using the writings of a variety of regional and international experts/authors. Specific emphasis is spent examining issues reflective of today’s challenges in developing and maintaining a workforce that is diverse, flexible and efficient. Readers will be provided with an action based framework built on the best available research information.
Author: Vincent Tinto
Publisher: University of Chicago Press
ISBN: 0226804526
Category : Education
Languages : en
Pages : 240
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Book Description
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.
Author: George S. McClellan
Publisher: Taylor & Francis
ISBN: 1000979741
Category : Education
Languages : en
Pages : 249
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Book Description
For many students, working while in college is a defining characteristic of the undergraduate experience. However, student workers often view campus employment as a money-making opportunity rather than a chance for personal development. Likewise, institutions often neglect to consider campus jobs as a means to education and student engagement.It is the distinction between work for remuneration and work for personal development which shapes much of the discussion of student employment throughout A Good Job. This book makes the case for campus employment as a high-impact practice in higher education and provides models for institutional efforts to implement new student employment strategies.Carefully designed campus employment opportunities can have numerous benefits, including career exploration and preparation, learning, and increased engagement leading to increased retention. The authors make the case that employment can and should be a purposeful and powerful component in any higher education institution’s efforts to support student learning, development, and success.This book is an excellent resource for anyone interested in capitalizing on the developmental and learning potential of student employment on campus.
Author: Erin Bentrim
Publisher: Taylor & Francis
ISBN: 1000980375
Category : Education
Languages : en
Pages : 311
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Book Description
Sense of belonging refers to the extent a student feels included, accepted, valued, and supported on their campus. The developmental process of belonging is interwoven with the social identity development of diverse college students. Moreover, belonging is influenced by the campus environment, relationships, and involvement opportunities as well as a need to master the student role and achieve academic success. Although the construct of sense of belonging is complex and multilayered, a consistent theme across the chapters in this book is that the relationship between sense of belonging and intersectionality of identity cannot be ignored, and must be integrated into any approach to fostering belonging.Over the last 10 years, colleges and universities have started grappling with the notion that their approaches to maintaining and increasing student retention, persistence, and graduation rates were no longer working. As focus shifted to uncovering barriers to student success while concurrently recognizing student success as more than solely academic factors, the term “student sense of belonging” gained traction in both academic and co-curricular settings. The editors noticed the lack of a consistent definition, or an overarching theoretical approach, as well as a struggle to connect disparate research. A compendium of research, applications, and approaches to sense of belonging did not exist, so they brought this book into being to serve as a single point of reference in an emerging and promising field of study.
Author: George D. Kuh
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 50
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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:
Publisher: Greenwood
ISBN:
Category : Education
Languages : en
Pages : 188
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Book Description
The literature about academic advising has proliferated at a rapid rate during the past decade. This volume cites and annotates some 350 items on that topic. While most of the works were published in the 1980s and 1990s, a few classic books and articles from the past have also been included. Entries are grouped in topical chapters, and each overviews the contents of the work cited. Academic advising is one of the most important services on campuses today. No longer viewed as simple course scheduling, this subject is seen as a vital process that assists students in setting goals and negotiating the college experience in a positive way. Advising has evolved as a critical function because of the increasing complexity of curricula, the competitiveness of the job market, and the changing nature of the student population. The literature on academic advising has consequently proliferated during the past decade, and this book provides valuable guidance in that area. It contains some 350 entries for books and articles on academic advising and closely related topics. Entries are grouped in topical chapters, and each includes a short annotation. While most of the works cited were published in the 1980s and 1990s, a few classic articles and books from the past have also been included to give the collection an historical perspective.
