Profile of Undergraduates in U.S. Postsecondary Education Institutions PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Profile of Undergraduates in U.S. Postsecondary Education Institutions PDF full book. Access full book title Profile of Undergraduates in U.S. Postsecondary Education Institutions by . Download full books in PDF and EPUB format.
Author:
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 188
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 188
Get Book Here
Book Description
Author: Laura Horn
Publisher:
ISBN: 9780160495779
Category : College students
Languages : en
Pages : 170
Get Book Here
Book Description
This report uses data from the 1995-96 National Postsecondary Student Aid Study to profile undergraduates who were enrolled in U.S. postsecondary institutions in the academic year 1995-96. The report begins with an essay that explores the extent to which undergraduates work while they are in school. This essay found that 79 percent of undergraduates reported working while in school; half worked to help pay for their education and 29 percent considered themselves primarily employees who were also taking classes. Working students were employed an average of 25 hours per week, with 20 percent of full-time students also working full-time. Working students noted that working limited their class schedules, and about 25 percent reported that work adversely affected their academic performance. A negative effect was also found between work and one-year persistence. Students who worked fewer hours were more likely than those who worked more hours to borrow to pay for their educations. The report's data tables are grouped into those on the essay's topic; supplemental data about work; enrollment and attendance; degree program, field of study, and grade point average; student characteristics; financial aid; and educational aspirations and community service. (Appendix contains a glossary, technical notes, and methodology information.)
Author: Lawrence K. Kojaku
Publisher: DIANE Publishing
ISBN: 1428927247
Category : College students
Languages : en
Pages : 151
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 470
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 936
Get Book Here
Book Description
Author: Clifford Adelman
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 204
Get Book Here
Book Description
Author: Laura Horn
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 28
Get Book Here
Book Description
Author: Clifford Adelman
Publisher: U.S. Government Printing Office
ISBN:
Category : Education
Languages : en
Pages : 232
Get Book Here
Book Description
This report uses data from the National Longitudinal Study of the High School Class of 1972 and the High School & Beyond/Sophomores Study to summarize information on what is studied, where, and by whom, in the nation's colleges, community colleges, and postsecondary trade schools. Section 1 describes how the data is based on that which the taxonomy of courses and analyses of course-taking, credits, grades, degrees, etc., were constructed and edited. Section 2, "Degrees, Majors, Credits, and Time," presents the long-term educational attainment of the two cohorts of students (classes of 1972 and 1982). Section 3, "The Changing Shape of Delivered Knowledge," presents the taxonomy of courses, and includes the most common course titles in over 1,000 course categories, as well as enrollment trends by course category. Section 4 examines all credits earned by the two cohorts and identifies which courses account for most of those credits to yield an empirical "core curriculum." Section 5 provides data on proportions of students studying given subject categories; trend data is included for the past two decades. Finally, Section 6 provides data concerning such issues as trends in grade inflation and which courses students fail at high rates. The conclusion offers suggestions for further analysis of these data bases. (Contains 43 references.) (DB)
Author: Susan P. Choy
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 32
Get Book Here
Book Description
Author: Laura W. Perna
Publisher: Taylor & Francis
ISBN: 1000978753
Category : Education
Languages : en
Pages : 311
Get Book Here
Book Description
How appropriate for today and for the future are the policies and practices of higher education that largely assume a norm of traditional-age students with minimal on-campus, or no, work commitments?Despite the fact that work is a fundamental part of life for nearly half of all undergraduate students – with a substantial number of “traditional” dependent undergraduates in employment, and working independent undergraduates averaging 34.5 hours per week – little attention has been given to how working influences the integration and engagement experiences of students who work, especially those who work full-time, or how the benefits and costs of working differ between traditional age-students and adult students.The high, and increasing, prevalence and intensity of working among both dependent and independent students raises a number of important questions for public policymakers, college administrators, faculty, academic advisors, student services and financial aid staff, and institutional and educational researchers, including: Why do so many college students work so many hours? What are the characteristics of undergraduates who work? What are the implications of working for students’ educational experiences and outcomes? And, how can public and institutional policymakers promote the educational success of undergraduate students who work? This book offers the most complete and comprehensive conceptualization of the “working college student” available. It provides a multi-faceted picture of the characteristics, experiences, and challenges of working college students and a more complete understanding of the heterogeneity underlying the label “undergraduates who work” and the implications of working for undergraduate students’ educational experiences and outcomes. The volume stresses the importance of recognizing the value and contribution of adult learners to higher education, and takes issue with the appropriateness of the term “non-traditional” itself, both because of the prevalence of this group, and because it allows higher education institutions to avoid considering changes that will meet the needs of this population, including changes in course offerings, course scheduling, financial aid, and pedagogy.
