An Evaluation of the Impact of Academic Support Programs Upon Achievement and Attrition of College Freshman, Sophomore, Junior, and Senior Students PDF Download
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Author: Henri Arthur Belfon
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 220
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Author: Henri Arthur Belfon
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 220
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 536
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Book Description
Author: Mary Stuart Hunter
Publisher: John Wiley & Sons
ISBN: 047053852X
Category : Education
Languages : en
Pages : 337
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Book Description
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.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 574
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Author: Michael Thayer D'Arcangelo
Publisher:
ISBN:
Category :
Languages : en
Pages : 288
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Book Description
ABSTRACTHistorically, retaining students and maximizing their academic achievement has been a challenge for administrators in American colleges and universities. Since the mid-twentieth century, the sophomore year has increasingly been suspected of being a gateway to declining grades, decreased morale, and increased attrition amongcollege students. During the twenty-first century, this dynamic has worsened, in part due to the national movement of freshman year experience programs which has deferred students' attrition and achievement issues to the sophomore year; there is also conjecture that these trends may be amplified or altered by the shifting demographicsin the composition of students attending college, with notable increases among women and Students of Color. Regardless, there has been little research conducted regarding the sophomore year experience, and how it differs from the experiences of students enrolled in other years in school, especially for students of different genders or races. This study examined the sophomore year experience through the lens of the student development theory, identified as tasks. Additionally, the study examined if student development tasks could predict academic achievement of sophomores as compared to underclass and upperclass students regarding cumulative grade point averages, both immediate andlong-term. Finally, the study was intended to identify which student development tasks could predict retention of sophomores. In this study, an institutional sample of 469 students was solicited from a large university in the northeastern United States. The randomly selected sample completed a web-based instrument, The Student Developmental Task and Lifestyle Assessment, to assess levels of behaviors and attitudes associated with student development tasks; data was then grouped according to students' year in school, race, and gender. Using a number of statistical analysis (Multivariate analysis, Regression analysis, Univariate analysis, and Same sample/group t-test analysis), the connectivity among the variables, and extent of their influence were determined. Several important findings emerged. Most importantly, clear developmental differences, as defined by the SDTLA, constitute a sophomore year experience and syndrome, different from the experiences of freshmen, junior and senior years. This is based in part on a decline in engagement in Cultural Participation during the sophomore year, as compared to the freshman year. Additionally, six interrelated developmental tasks form two behavioral clusters related to autonomy and relationships; these can sometimes exist in mutual conflict, leading students to make forced choices wherefulfillment of one developmental task occurs at the expense of another. Furthermore, the significant tasks and subtasks of the sophomore year flat-line (from the freshman year) leading to a sense of stagnation where forward momentum may feel compromised in comparison to the freshman year. It is also important to note that student development tasks served as predictors of academic achievement for sophomores, as it did somewhat consistently for other students groups, usually involving the subtasks, Academic Autonomy and a set of interchangeable variables regarding relationships. These results mirrored and re-enforced the effects of tasks and subtasks associated with the sophomores' profile of engagement. Together, these elements and the sophomore profile of engagement mirrored a low-grade malaise often identified as the sophomore slump or syndrome. Finally, groupings of other students demonstrated that the sophomores' profiles of engagement most likely vary, particularly by race, and gender, although these differences are not unique to sophomore students only. The implications of this study are discussed, focusing on student affairs-led interdepartmental and intentional programming initiatives, sophomore year learning communities, a sophomore curriculum focused on Intergroup Dialogue, and sophomore developmental advising. In sum, this study contributes to the previously referenced and limited literature addressing the sophomore year experience, as an issue for higher education administrators today.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
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Book Description
Author: University Microfilms, Incorporated
Publisher: University Microfilms
ISBN: 9780835708418
Category : Education
Languages : en
Pages : 796
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1014
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 936
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1092
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Book Description
