Understanding and Engaging Under-resourced College Students PDF Download

Author: Karen A. Becker
Publisher:
ISBN: 9781742392561
Category : Academic achievement
Languages : en
Pages : 302

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Author: Karen A. Becker
Publisher:
ISBN: 9781934583333
Category : Education
Languages : en
Pages : 301

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Author: Eric Jensen
Publisher: ASCD
ISBN: 141661723X
Category : Education
Languages : en
Pages : 212

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Book Description
Drawing from research, experience, and real school success stories, this galvanizing book explores engagement as the key factor in the academic success of economically disadvantaged students.

Author: Bette LaSere Erickson
Publisher: John Wiley & Sons
ISBN: 0470614749
Category : Education
Languages : en
Pages : 304

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Book Description
Teaching First-Year College Students is a thoroughly expanded and updated edition of Teaching College Freshmen, which has become a classic in the field since it was published in 1991. The book offers concrete suggestions about specific strategies and approaches for faculty who teach first-year courses. The new edition is based on the most current research on teaching and learning and incorporates information about the demographic changes that have occurred in student populations since the first edition was published. The updated strategies are designed to help first-year students adjust effectively to both the academic and nonacademic pressures of college. The authors also help faculty understand first-year students and show how their experiences in high school have prepared3⁄4or not prepared3⁄4them for the world of higher education.

Author: Norman Eng
Publisher:
ISBN: 9780998587516
Category :
Languages : en
Pages :

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Author: Laura W. Perna
Publisher: Taylor & Francis
ISBN: 1000978753
Category : Education
Languages : en
Pages : 311

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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.

Author: Amy Baldwin
Publisher:
ISBN: 9781951693169
Category :
Languages : en
Pages :

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Author: Michael Theall
Publisher: John Wiley & Sons
ISBN: 1119476267
Category : Education
Languages : en
Pages : 122

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Motivating students – a primary goal of education - is complex, to say the least. This issue focuses on a model for motivation, volition, and performance that acknowledges the importance of volition as action subsequent to motivation: action that leads to improved performance. This ÂMVPÂ model provides a framework for considering various teaching and learning topics and can be extended into other areas such as professional development. While models such as MVP are particularly helpful in establishing the relationships among constructs and in explaining theoretical bases, integration and application of such models are equally important. This issue discusses applications of the model and provide concrete ideas for integrating it into ongoing teaching practice. This is the 152nd volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Author: C. Casey Ozaki
Publisher: John Wiley & Sons
ISBN: 1118930320
Category : Education
Languages : en
Pages : 120

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Book Description
Student affairs and services play a critical role in student learning and success, as well as the level at which community colleges meet institutional outcomes. The evolution of student affairs as a field and recognition of its role in student experiences underscore its importance in the effort to provide quality education to college students. This volume provides a framework for excellence in student affairs work at community colleges, including assessing quality and outcomes for program development and accreditation. The authors explore: Excellence in preparing and developing professionals at multiple stages in their careers Creating and using professional standards and competencies Understanding the role of accreditation in professional practice. The issue also includes a discussion of implications for community college student affairs preparation and practice. This is the 166th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.

Author: Christine Harrington
Publisher: Taylor & Francis
ISBN: 1000980588
Category : Education
Languages : en
Pages : 159

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Book Description
This book offers faculty practical strategies to engage students that are research-grounded and endorsed by students themselves. Through student stories, a signature feature of this book, readers will discover why professor actions result in changed attitudes, stronger connections to others and the course material, and increased learning.Structured to cover the key moments and opportunities to increase student engagement, Christine Harrington covers the all-important first day of class where first impressions can determine students’ attitudes for the duration of the course, through to insights for rethinking assignments and enlivening teaching strategies, to ways of providing feedback that build students’ confidence and spur them to greater immersion in their studies, providing the underlying rationale for the strategies she presents. The student narratives not only validate these practices, offering their perspectives as learners, but constitute a trove of ideas and practices that readers will be inspired to adapt for their particular needs.Conscious of the changing demographics of today’s undergraduate and graduate students – racially more diverse, older, and many employed – Harrington highlights the need to engage all students and shares numerous strategies on how to do so. While many of the ideas presented were used by faculty teaching face to face classes, a number were developed by faculty teaching online, and the majority can be adapted to virtually any teaching environment. Based on student-centered active learning principles, structured to allow readers to quickly identify practices that they may need in particular instances or to infuse in a course as a whole, and presented without jargon, this book is a springboard for all faculty looking for ideas that will engage their students at any level and in any course.