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1.
Critics of affirmative action policies contend that the elimination of racial preferences in college admissions would lead to a “more-able” student body. We develop a simple model comprised of three classes of college admissions—merit, race and legacy—to show that it is possible that a change in admissions policy that reduces racial preferences leads to a “less-able” student body. The change in admissions policy may serve only to ensure that more admissions are available for “sale” to wealthy alumni through legacy preferences. In other words, when there are multi-dimensional preferences, reducing or eliminating one dimension of preferences may lead to the unforeseen consequence of producing a “less able” student body.  相似文献   

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3.

This essay explores ways in which multiculturalism is institutionally produced in a small liberal arts college. When the offices of admissions or student life deploy the categories multiculturalism and diversity, they are likely to seek academic expertise from humanities or African American, Latino, or Women's Studies Programs, the disciplines most closely matching identity slots on the college applicationforms. In doing so, they recreate the presupposed categories of person that shape U.S. perceptions of race. This leaves little room for an anthropological perspective that examines the bases on which concepts of person and social identities are constructed.  相似文献   

4.
ABSTRACT

Online/virtual educators face challenges related not only to technology and pedagogy, but also to student assessment, which remains a critical function to reinforce. Brief assessment tools can be used by the instructor to tailor the learning experience, and where appropriate, to reinforce student-centered learning. In this qualitative study, we explored the use of a one-minute paper as a brief and consistent assessment tool in master’s level social work courses in research and advanced clinical practice with individuals courses. The coded segments of qualitative responses (# of coded segments n = 728) from 52 students were examined to explore common themes from the student’s experience. Discussion is offered on the use of this tool for brief and consistent assessment of knowledge gains in class, as well as the impact these themes may have for the intentional pedagogy for the facilitation of learning.  相似文献   

5.
ABSTRACT

This study describes student behavior through the actual assessment and placement (A&P) process. It then uses an alternative A&P policy that utilizes an additional measure that assesses prior math preparedness alongside subtest choice. Utilizing data from a community college that allows its' students to choose the assessment subtest used to place them, we find a misalignment between students’ subtest choice and the highest math course they passed. After correcting for this misalignment through our alternative A&P criteria, we found that students experience increased access to higher levels of math while exhibiting similar success rates in their placed courses.  相似文献   

6.

Learning is not a passive activity. Recent research findings concur that students learn through participation. The more time, energy, and effort they invest in the learning process and the more intensely they engage in their own education, the greater will be their growth and achievement, their persistence in college, and the more likely they will continue their learning after college.

Recognizing the consensus of studies for improvement of undergraduate education, CCCCD has focused on active, experiential learning in both the classroom and the laboratory. The college's goal was to be unique, not in what was taught, but in how it was taught – the focus being on the how rather than merely the what, and on inquiry, critical analysis, synthesis, and the application of knowledge.

The specific structure of the experiential component purposefully remains fluid and individualized according to the needs of the subject area and creativity of the teaching faculty. “Hands on” laboratory experiences are provided in most courses. Beyond the classroom, internships and cooperative work experience programs provide additional student involvement.  相似文献   

7.
Abstract

Considerable attention has been given to the relationship between socio-psychological adjustment In college and scholastic success. However, the results have not been consistent and our knowledge is in an early stage. The present study utilizes peer-ratings of adjustment by student leaders who were familiar with 180 college freshman subjects. The results are consistent with the consensus of earlier studies, which indicate little confidence In either sociability or emotional adjustment as factors In school achievement. The authors suggest that conformity, motivation and organizational effort may be more promising variables.  相似文献   

8.
《College Teaching》2013,61(4):129-135
Abstract

A collaborative research project. which was offered as an alternative to traditional undergraduate independent study courses, is discussed. The authors describe the characteristics of traditional independent study courses and how collaborative research efforts differ from them. Such projects provide an in-depth exposure to the topic under study, produce outcomes of a scholarly paper or presentation at a professional meeting, and facilitate authentic interactions between student and teacher. Specific guidelines for establishing a collaborative research project are provided. The authors, a college faculty member and an undergraduate student, outline the benefits of collaborative projects and specific lessons learned from their experiences executing a project.  相似文献   

9.
Abstract

Commonly found in elementary schools, learning stations can also be a useful instructional approach for college classrooms. Learning stations prompt student groups to engage with relevant activities and have thoughtful discussions while at the same time allow instructors to monitor and interact with students.  相似文献   

10.
ABSTRACT

In Australia, school leadership is influenced by neoliberal discourses of accountability and performativity. Many schools seek to balance systemic pressures that narrow outcome expectations with a desire to deliver schooling in the broad interests of the students and communities that they serve. In this case, the principal was appointed to a school under threat of closure. To re-establish he purposefully disrupted traditional arrangements using approaches that disregarded many standard school improvement paradigms. The school improved in enrolments, reputation and student learning. This paper examines how this principal found and created spaces for disruptive change within the local context and the broader policy environment. While the value or ethics of the leadership are not the focus of the paper, it is noted that the autocratic position he assumed was problematic. Despite this, the case provides insight into leadership that resisted the confines of normative pressures to support radical school improvement.  相似文献   

11.
ABSTRACT

This article reports on an investigation into the influence stemming from school leadership as an important consideration in relation to school improvement. School readiness, based on [Schiemann, W. A. 2014. “From Talent Management to Talent Optimization.” Journal of World Business 49 (2): 281–288. doi:10.1016/j.jwb.2013.11.012]. Accountability, Capability and Engagement (ACE) leadership model, was assessed through self-reported school leader behaviours, attitudes, perceptions, and school improvement attributes. To clarify, school readiness refers to how a school principal optimises staff and other school resources to best achieve school improvement agendas. School readiness survey results and student achievement outcomes for one entire school district were analysed, indicating that school readiness did indeed impact student achievement. Findings reveal a need for school leaders to focus more clearly on overall school alignment and optimisation behaviours, and these are discussed in relation to specific leadership recommendations and how leadership can better support and encourage school improvement in terms of educational accountability.  相似文献   

12.
ABSTRACT

Over ihc past three decades, psychotherapy with college aged youth has undergone tremendous changes. Differences in the therapist's life perspective and differences in student concerns have synergized with changes in psychotherapeutic technique and delivery systems to dramatically alter the presenting problems, goals, and process of college student psychotherapy. This article historically traces these 3 interconnected pathways and how ihcy have changed the way the author practices psychotherapy.  相似文献   

13.
ABSTRACT

This article is an empirical phenomenological examination of the perceived security that first generation college students have in their identity as college students. First generation college students (FGCS) have been defined as students whose parents or guardians have not completed a 2- or 4-year postsecondary degree. Previous research (Davis, 2010; Peteet, Montgomery, & Weekes, 2015; Ward, Siegel, & Davenport, 2012) suggests that FGCS have a particularly difficult time finding confidence in their identities as college students, and that this exacerbates the difficulties that they face as students. The imposter phenomenon (IP) is the deep conviction that one is not good enough to deserve the title, responsibility, recognition, or job that one has (Clance, 1985). IP has been tied to FGCS both theoretically (Davis, 2010) and empirically (Peteet et al., 2015). This study examines the experience of overcoming IP by asking seven self-identified FGCS to describe the experience of recognizing their own identities as college students. There is an important difference that could be understood by separating students who experience that their confidence in this identity is authentic and those who do not. When students view college as in service to something greater, we found that they are uniquely impervious to the obstacles college students typically face. The discussion proposes two simple changes that can be made in service to help students navigate this transition in college student identity: the first is a suggestion for student advising and the second involves classroom instruction.  相似文献   

14.
Abstract

In this study, we suggest combining the monitoring of actual examination time used with grades in order to assess examination time extensions in terms of access provision and expected outcome. Using naturally-occurring data collected from a large sample (N?=?2315) of undergraduate engineering students, we argue that extended examination time may be regarded as providing equal access when a disabled student actually utilizes more examination time than a normally achieving student, regardless of the grade obtained. We further argue that extended examination time may be regarded as resulting in the expected outcome when a disabled student either (a) utilizes less or equal examination time and achieve grades that are lower than a normally achieving student, or (b) utilizes more examination time and achieve grades that are equal to a normally achieving student. In our data, equal access was provided in all courses (i.e. disabled students utilized more time than normal achievers), but the expected outcome (i.e. equal grades) was not observed in software and English examinations. The results of this study emphasize the importance of monitoring actual time usage in addition to performance measures when assessing examination time extensions.  相似文献   

15.
ABSTRACT

This study explored the impact of a living-and-learning program (LLP) in a residential college of an Asian university on a freshmen cohort. It utilized a theoretical framework based on Astin’s input-intermediate outcome-environment-outcome model. We examined survey data collected at two time points a year apart to understand how the freshmen’s learning outcomes were influenced by their pre-college intentions and beliefs, their involvement and leadership in the LLP, and the LLP’s environment. We found that pre-college perceived self-confidence had no impact on the learning outcomes. However, pre-college perceived competence in personal and intellectual growth was a significant contributing factor for involvement and post-college self-confidence. The freshmen’s involvement in turn positively predicted their personal and intellectual growth and post-college self-confidence. The academic aspects of the LLP’s environment also contributed to this growth. The findings have ramifications for the design of LLPs, in particular, the definition and measurement of learning outcomes, the criteria for admissions, and the facilitation of student involvement.  相似文献   

16.
Abstract

A study was made to determine whether or not there was a significant correlation between a student’s academic standing in a course and the time when the student withdrew from the course. Students considered withdrawers, rather than dropouts, were those who quit a course before the end of a term but continued in good standing in other courses. In this study of fourteen courses with high withdrawal (W) rates, taught by five different community college teachers, the researcher found that half of all grades assigned were W-grades. The withdrawers resembled the dropouts in the literature in that the time of departure was related to academic standing.  相似文献   

17.
辅导员是高校开展学生思想政治教育工作的骨干力量,学生骨干培养是思想政治教育工作的重要课题之一,大学生接受的社会流行、先进的文化,很大程度上代表着社会思想、科学技术的方向,大学生骨干作为社会一个庞大而又特殊的群体是中国特色社会主义建设的中坚力量,文章对目前高校辅导员在学生骨干培养过程中存在的问题进行了分析,同时提出了具体改进措施,从而提高学生骨干培养的工作效率,为中国特色社会主义事业建设培养合格的建设者与接班人。  相似文献   

18.
Abstract

The possible effects of participating in the Undergraduate Research Participation Program of the National Science Foundation was examined in a longitudinal study of undergraduate college students attending a representative national sample of colleges and universities. Participants in the program were shown to be significantly superior to nonparticipants in terms of their academic and extracurricular achievements during high school and also in terms of their average academic ability as measured by standardized tests. Participation in the program appears to increase the student’s chances of being author or co-author of a scientific article; it also increases his interest in becoming a college professor and in obtaining the PhD degree. Although a large number of potentially biasing student input variables were statistically controlled, the possibility exists that these apparent effects of the program may in fact be attributable to additional uncontrolled variables that bias the selection of the URP program participants. For this reason, some consideration should be given to the possibility of evaluating such programs experimentally.  相似文献   

19.
In light of the sizeable financial and time investments associated with obtaining a postsecondary degree, the choice of where to apply and enroll should be a deliberate and thoughtful process. In this paper we exploit changes in application fees and admissions essay requirements, to demonstrate that students strongly respond to small costs in the college application process. Using a new method to identify major competitors of each college, we find that these small screening mechanisms negatively impact application volume and divert student applications to colleges to which they otherwise would not have applied. There is limited evidence that measures of enrollment and retention are affected.  相似文献   

20.
Abstract

In Colleges of Further Education communication between tutors and students or tutors and the parents of students is not generally a problem. However, when the students have severe learning difficulties communication between tutors and parents takes on a different meaning and significance. This paper begins by examining models which describe this relationship before reporting a qualitative study of tutor/parent communication. The study found that the college rhetoric of client centredness was not matched by practice, and more importantly, identified unaddressed issues relating to the status of the student. In order to resolve these difficulties an alternative model is outlined.  相似文献   

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