First Year College Students Experiences In A Developmental Learning Community
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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.
Student Development In The First College Year
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Author : Tracy L. Skipper
language : en
Publisher: The National Resource Center for The First-Year Experience
Release Date : 2005-05-17
Student Development In The First College Year written by Tracy L. Skipper and has been published by The National Resource Center for The First-Year Experience this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-05-17 with Education categories.
Student Development in the First College Year provides a detailed overview of some of the most commonly referenced theories of learning and development in the college years. What sets this primer apart from other treatments of student development theory is its careful attention to the first college year and the wide range of educational environments in which learning and development take place. The primer includes a discussion of moving from theory to educational practice and strategies for assessing developmental outcomes.
Improving The First Year Of College
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Author : Robert S. Feldman
language : en
Publisher: Psychology Press
Release Date : 2005-01-15
Improving The First Year Of College written by Robert S. Feldman and has been published by Psychology Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-01-15 with Education categories.
The first year of college represents an enormous milestone in students' lives. Whether attending a four-year or two-year institution of higher education, living on campus or at home, or enrolled in a highly selective school or a college with an open-admissions policy, students are challenged in unique and demanding ways during their first year. Although many students rise to the challenges they face, for some the demands are too great. Retention rates beyond the first year are disappointing: one third of first-year students seriously consider leaving college during their first term, and ultimately one half of all students who start college complete it. What are the factors that impact students during their first year? How can the academic and social experiences of first-year students be optimized? What can we do to improve retention rates to maximize the number of students who complete college? Improving the First Year of College employs a variety of perspectives from leading researchers and student-service providers to address these questions and examine the first year of college. This volume also highlights the development of learning communities and coaching, as well as how technology impacts students' first year. Perhaps most important, the book provides examples of "best practices," as determined through research by leaders in the field, to permit educators to draw on their experiences.
Developing And Sustaining Successful First Year Programs
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Author : Gerald M. Greenfield
language : en
Publisher: John Wiley & Sons
Release Date : 2013-07-29
Developing And Sustaining Successful First Year Programs written by Gerald M. Greenfield and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-07-29 with Education categories.
Developing and Sustaining Successful First -Year Programs First-year programs and interventions have become critical launching pads for student success and retention in higher education. However, these programs often flounder not because of what they are trying to do, but because of the ways in which they are implemented. Developing and Sustaining Successful First-Year Programs offers faculty, academic administrators, and student affairs professionals a comprehensive and practical resource that includes step-by-step guidance for developing new first-year programs and enhancing existing programs. The book explores the key elements that contribute to sustained student success and the programs that have the capacity to continue to meet student needs while making the most of scarce resources. The authors show how to create and sustain critical partnerships, put in place the needed organizational structures, and include strategies for developing effective assessments and evaluations. Developing and Sustaining Successful First-Year Programs is filled with illustrative examples and profiles of successful programs from a range of institutions that vary in size, type, selectivity, and culture. Examples of common programs and interventions include summer bridge programs, student orientation, first-year seminars, learning communities, residential programs, developmental education, and many more. Based in scholarly literature, theory, and practice, the book highlights the initiatives that facilitate the transition, learning, development, and success of new college students.
Exploring Student Experiences In Developmental Education At A Four Year Higher Education Institution
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Author : Tara Hardee
language : en
Publisher:
Release Date : 2013
Exploring Student Experiences In Developmental Education At A Four Year Higher Education Institution written by Tara Hardee and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with College students categories.
Abstract: In the United States, the most commonly used method for developing an incoming freshman's math and English skills is through remedial education courses. Depending on the 4 year institution and the student's level of need, these remedial courses will be taught in conjunction with varying other forms of support programs, such as supplemental instruction, mandatory tutoring, and advising sessions. Once a student has taken a placement test to assess that level of need, he or she will then enter into college participating in developmental education. The purpose of this study was to explore student experiences participating in developmental education during their first year in college. This study gives voice to developmental education students' perceptions of their experiences in the first year, provides insight into how non-cognitive variables may aid in student persistence through their developmental education coursework, and examines the importance of students experiencing validation during their developmental education program. In this basic qualitative inquiry, interviews were used as a way to gain understanding into how students experience developmental education. The constant comparative method was employed as a way to gain deeper insight and meaning into each participant's shared experiences. The study sample contained 14 (12 female and two male) students who had participated in three developmental education courses in their first year at Barkley University (pseudonym), a large 4-year public university in Southern California. Additional criteria for participants were that they must have completed all of the developmental education courses with a Cor better, and enrolled in courses at Barkley University for their second year. Since participants required three developmental education courses in their first year, they were subsequently part of the Sun Learning Community (SLC; pseudonym), a mandatory community that required participants to take their courses in a cohort model, participate in advising, supplemental instruction, and were provided with extra tutoring services. Five themes emerged from the data regarding how students experience their first year participating in developmental education coursework: (a) Reflection, (b) Connection, (c) Before, (d) During, and (e) After. These themes were influenced by Laura Rendó́n's validation theory, along with William Sedlacek's concept of non-cognitive variables. Implications for developing a conceptual understanding of the relationship between validation and specific non-cognitive variables and what this relationship may mean for students who participate in several developmental education courses are also highlighted. Recommendation are given to faculty members, advisors, and higher education administration with the goal of encouraging these stakeholders to understand the complexities of being a first year college student who participates in several developmental education courses and to understand how students may feel about membership to a learning community. This understanding would lead to an awareness of how various constituencies' behavior could influence a student's ability to successfully pass all coursework and persist to the next year.
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).
Building Synergy For High Impact Educational Initiatives
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Author : Janine Graziano
language : en
Publisher: The National Resource Center for The First-Year Experience
Release Date : 2016-05-17
Building Synergy For High Impact Educational Initiatives written by Janine Graziano and has been published by The National Resource Center for The First-Year Experience this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-05-17 with Education categories.
Published in partnership with the Washington Center for Improving the Quality of Undergraduate Education First-year seminars and learning communities are two of the most commonly offered high-impact practices on U.S. campuses. The goals of these initiatives are similar: helping students make connections to faculty and other students, improving academic performance, and increasing persistence and graduation. As such, it is not surprising that many institutions choose to embed first-year seminars in learning communities. This volume explores the merger of these two high-impact practices. In particular, it offers insight into how institutions connect them and the impact of those combined structures on student learning and success. In addition to chapters highlighting strategies for designing, teaching in, and assessing combined programs, case studies offer practical insights into the structures of these programs in a variety of campus settings.
First Year Experience Courses For Students In Developmental Education What Works Clearinghouse Intervention Report
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Author : What Works Clearinghouse (ED)
language : en
Publisher:
Release Date : 2016
First Year Experience Courses For Students In Developmental Education What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with categories.
"First year experience courses for students in developmental education" are designed to ease the transition to college by providing academic and social development supports. Although course content and focus may vary, most are designed to introduce students to campus resources, provide training in time management and study skills, and address student development issues. First year experience courses, also called success courses, study skills, student development, or new student orientation courses, are often linked with or taken concurrently with developmental courses. The WWC recently reviewed the research on the impacts of "first year experience courses for students in developmental education." One study met WWC group design standards and included 911 freshman college students in developmental education at one technical community college in the United States. Based on this study, the WWC found the practice to have no discernible effects on academic achievement, progress through developmental education, and credit accumulation and persistence for postsecondary students. The following are appended: (1) Research details for Rutschow et al. (2012); (2) Outcome measures for each domain; (3) Findings included in the rating for the academic achievement domain; (4) Findings included in the rating for the progress through developmental education domain; and (5) Findings included in the rating for the credit accumulation and persistence domain. [The Study that meets WWC group design standards without reservations was: Rutschow. E. Z., Cullinan, D., & Welbeck, R. (2012). "Keeping students on course: An impact study of a student success course at Guilford Technical Community College." New York: MDRC. http://files.eric.ed.gov/fulltext/ ED531183.pdf. See ED531183 to view the study.].
The First Year Experience Impact On Student Success In Developmental Education
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Author : Julianna M. Barnes
language : en
Publisher:
Release Date : 2010
The First Year Experience Impact On Student Success In Developmental Education written by Julianna M. Barnes and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Academic achievement categories.
Developmental education is perhaps one of the most important topics in higher education today. Over half of the undergraduates in the United States are enrolled in community college, with a majority who are in need or remediation. Unfortunately, the success among the diverse population of students who enroll in developmental courses is dismal, with most who never complete them, must less graduate or transfer. Much of the research in the field has been focused on traditional student populations enrolled in four-year universities. Understanding the factors that contribute to the early success of developmental learners in a community college setting warrants focused attention. Improving the educational outcomes of community college students enrolled in developmental education is particularly critical to the economic health of our nation. The purpose of this study was to investigate the differences of success (grade point average, retention, and persistence) between community college students in developmental education who participated in a First-Year Experience program compared to students who did not participate. Additionally, the study sought to understand students' perspectives as they related to the program's impact on their success. To carry out the study, a mixed methods Embedded [Quasi-] Experimental Design was employed with qualitative methods embedded within an overarching quantitative design. The results of the study indicated the the First-Year Experience program did not have a statistically significant impact on grade point average and retention. However, a statistically significant difference in persistence was found. By and large, support and validation experienced by particpants in the First-Year Experience program may have been major contributing factors leading to a significant difference in persistence. Latino students in particular appeared to have reaped the benefits of the First-Year Experience program. Community college practitioners who are concerned about the success of students enrolled in developmental education should design and implement first-year initiatives that promote both social and academic integration among a diverse population of learners. Additionally, systemic organizational practices and policies should be established to facilitate the success of developmental learners in the first year of college.
Learning Communities From Start To Finish
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Author : Mimi Benjamin
language : en
Publisher: John Wiley & Sons
Release Date : 2015-03-11
Learning Communities From Start To Finish written by Mimi Benjamin and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-03-11 with Education categories.
While the phrase “learning communities” has various definitions, at the heart of all programs is the goal of enhancing the student learning experience in the community of others. This volume provides valuable information about learning communities--from start to finish--including: • historical and theoretical foundations that guide these programs, • structures of learning communities that provide varied opportunities for student participation, with a focus on specific student populations who may benefit from learning community experiences, and • elements of staffing and assessment, as well as an annotated bibliography of recent learning community literature. The authors consider critical elements of learning community programs and offer recommendations and options for faculty and staff who work with, or hope to work with, this particular curricular and cocurricular learning structure. This the 149th volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.