A Case Study Of The Freshman Learning Community And Student Participants Academic And Social Development At The University Of North Carolina At Greensboro
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A Case Study Of The Freshman Learning Community And Student Participants Academic And Social Development At The University Of North Carolina At Greensboro
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Author : Jami Loraine Woods
language : en
Publisher:
Release Date : 1999
A Case Study Of The Freshman Learning Community And Student Participants Academic And Social Development At The University Of North Carolina At Greensboro written by Jami Loraine Woods and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999 with College freshmen categories.
Dissertation Abstracts International
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Author :
language : en
Publisher:
Release Date : 2009-06
Dissertation Abstracts International written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009-06 with Dissertations, Academic categories.
American Doctoral Dissertations
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Author :
language : en
Publisher:
Release Date : 2002
American Doctoral Dissertations written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002 with Dissertation abstracts categories.
Outcomes Of Student Participation In College Freshman Learning Communities
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Author : Jodie Jae Koerner
language : en
Publisher:
Release Date : 2008
Outcomes Of Student Participation In College Freshman Learning Communities written by Jodie Jae Koerner and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with Academic achievement categories.
Growing out of the college retention research of Alexander Astin (1993) and Vincent Tinto (1975), this study examined differences in academic achievement and persistence of first-semester college freshmen who participated in Freshman Learning Communities (FLC), including a Living-Learning Community (LLC), and students who did not participate in a university-sponsored learning community. This study also explored variables that may moderate the relationship of learning community participation with academic achievement and persistence. Variables explored included: entry-level readiness for self-directed learning, gender, ethnicity, high school GPA, and SAT or equivalent ACT scores. Data was collected from 544 students at XYZ University using a pre/post university-developed instrument, the College Assessment of Readiness for Entering Students Intended (CARES-I), College Assessment of Readiness for Entering Students- Actual (CARES-A) and the Self-Directed Learning Readiness Scale/Learning Preference Assessment. Demographic and academic data were collected through the institution's Office of Institutional Effectiveness and Analysis. There was a statistically significant difference in academic achievement for students enrolled in either a Freshman Learning Community or a Living Learning Community (df = 424, t = 2.32, p .05) as compared to students not part of a freshman learning community. The learning community students had higher end-of-semester grades. Multiple regression analysis was used to explore the moderating variables that may influence the learning community effect on academic achievement. Only the preacademic characteristic of students' entering high school GPA moderated the relationship of learning community participation and academic achievement (p
Exploring Learning Communities In An Urban Community College
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Author : Margaret Bivins Brown
language : en
Publisher:
Release Date : 2003
Exploring Learning Communities In An Urban Community College written by Margaret Bivins Brown and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003 with Academic achievement categories.
Learning communities purportedly show promise of alleviating the downward spiral of low academic achievement, rapid attrition, and student discomfort with the educational environment (Gabelnick, MacGregor, Matthews & Smith, 1990; Jacoby, 2000; Lenning & Ebbers, 1999). The purpose of this study was to explore factors present in a learning community that may have contributed to the increased academic achievement and retention of predominantly African American students in an urban community college developmental education program. The learning community was designed to restructure teaching and learning, to provide academic support, and to improve the success rates of entering students as suggested by state, local, and college reformers. This one-time study was conducted over a period of eight months using a qualitative research approach including interviews, observations, and examination of documents and reflective and field-notes. Data were analyzed using frequency counts, content analyses, and constant comparative analysis through the lens of Clark's (1996) model of synergistic community and Vygotsky's (1978) social constructivism theory. The findings suggested that the learning community model, structure, and practices assisted at-risk, low-achieving students in removing barriers to academic and personal success through the use of a cohort model linking developmental courses with a College Success Seminar. A curriculum centered on eight Success Principles created community, provided support, and engaged students and faculty in alternative instructional delivery in a variety of learning styles and teaching modalities. Major conclusions drawn from the findings in this study suggested that the learning community experience benefited the students, faculty, and institution through increased academic achievement and success rates and greater satisfaction with the learning community experience; and that implementing and sustaining learning communities was a challenging process that required committed administrative leadership and advocacy and the involvement of the total campus in order to become institutionalized into the college community. The conclusions drawn imply that community college students can and do succeed if provided supportive, academic environments in an institutional climate that fosters diverse and collaborative practices and policies. Recommendations for policy, practice, and future research included gathering multiple measures of data upon which to base future decisions regarding the purpose and direction of communal learning environments. -- Abstract.
Resources In Education
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Author :
language : en
Publisher:
Release Date : 1985
Resources In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1985 with Education categories.
Service Learning And The First Year Experience
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Author : Edward A. Zlotkowski
language : en
Publisher: First-Year Experience and Students in Transition University of South Carolina
Release Date : 2002
Service Learning And The First Year Experience written by Edward A. Zlotkowski and has been published by First-Year Experience and Students in Transition University of South Carolina this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002 with Education categories.
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).
First Year College Students Experiences In A Developmental Learning Community
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Author : Sheila Maria Enes Hall
language : en
Publisher:
Release Date : 2008
First Year College Students Experiences In A Developmental Learning Community written by Sheila Maria Enes Hall and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with College freshmen categories.
A variety of developmental studies programs exist on community college campuses nationwide designed to assist students who begin college lacking the skills necessary to be successful. Learning communities have been used as a curricular structure to help support students' intellectual, personal, and social growth while they are in college. This study investigated first-year college experiences, from the student perspective, as members of a learning community which featured support services and linked developmental English and learning success courses in a rural northern California community college. Participants included a cohort of first-year college students (N=53) affected by educational, social or economic disadvantages and receiving services from Extended Opportunity Programs and Services (EOPS). A mixed method research design was used including pre- and post-test data collected from the Noel-Levitz College Student Inventory (CSI), a locally developed survey, and focus groups. Major findings suggest that establishing relationships and being able to respond to needed academic or personal support were the most helpful aspects of the EOPS Learning Community. Overall satisfaction with the learning community experience was correlated with student satisfaction with on of the two courses. Differences were also found between learning community completers and non-completers, as those students who completed the courses rated their desire to finish college, family emotional support, intellectual interests, and study habits significantly higher than those students who did not complete.
Learning Communities Role In Enhancing Diversity Awareness On College Campuses
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Author : Larissa Anastasia Schyrokyj
language : en
Publisher:
Release Date : 2014
Learning Communities Role In Enhancing Diversity Awareness On College Campuses written by Larissa Anastasia Schyrokyj and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with College freshmen categories.
This mixed-methods descriptive case study explored diversity awareness of college freshman enrolled in learning communities by examining the dynamic interplay between existing institutional forces associated with diversity awareness and perceptional awareness of full-time community college students from a Northeastern institution. Gidden's Structuration theory (1984) was utilized as the theoretical lens to uncover the institutional forces, college freshman's diversity awareness, and the dynamic interplay as perceived by college freshman enrolled in learning community seminar. The theory highlights the dynamic interactions between the institutional forces and the actor-freshman, as well as allowing exploration of the extent to which domination, signification, or legitimization impact perceptional development. The research was conducted using an inductive design with mix-methods, that occurred over three phases of data collection. These phases were review of university documents and learning community program design associated with expressing diversity awareness policies and practices (Phase I), administration of IAT survey to full-time community college freshman enrolled in learning community seminar (Phase II), and small group semi-structured interview with full-time community college freshman to ascertain their perceptions of about diversity awareness, institutional forces informing that perception, and the role of the learning community for shaping their perception awareness (Phase III). Data analysis occurred at the end of each data collection piece to allow insights and informed progress towards the subsequent phase. The key findings from this experiment suggest that critical thinking, connectivity, and diversity awareness are vital components of Learning Communities courses. Participants showed perception and knowledge around diversity awareness as an ideal, and within the course and the college as well. Participants also showed criticism of institutional ideals versus practical application of diversity awareness ideals. This suggested a parallel between key themes of diversity awareness in terms of student perception and Learning Community enrollment, participation, and engagement. The study recommends diversity awareness applications in terms of the broader Higher Education framework and pedagogy, as well as for professional development training outside academia.
Social Exchange And Learning Communities
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Author : Narja Anna Zarella
language : en
Publisher:
Release Date : 2008
Social Exchange And Learning Communities written by Narja Anna Zarella and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
Retention rates and student success are a concern for many universities. Learning communities are gaining popularity at higher educational institutions across the nation as a way to help students succeed academically and thereby increases student retention. There are several structures a learning community can take. This study uses social exchange theory as a framework for examining the effectiveness of a learning cluster learning community for freshman in the College of Arts and Sciences at the University of North Carolina at Charlotte. For that particular community, there was no relationship between Learning Community participation and student GPA and retention. These findings suggest that a productive exchange relationship was not created in the learning community.