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Effects Of A First Semester Learning Community On The Academic And Social Integration Of Nontraditional Technical Students At A Commuting Institution
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Book Synopsis Effects of a First Semester Learning Community on the Academic and Social Integration of Nontraditional Technical Students at a Commuting Institution by : Barbara M. I. Goldberg
Download or read book Effects of a First Semester Learning Community on the Academic and Social Integration of Nontraditional Technical Students at a Commuting Institution written by Barbara M. I. Goldberg and published by . This book was released on 2000 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of a First Semester Learning Community on the Academic and Social Integration of Nontraditional Technical Students at a Comuting Institution by : Barbara M.I. Goldberg
Download or read book Effects of a First Semester Learning Community on the Academic and Social Integration of Nontraditional Technical Students at a Comuting Institution written by Barbara M.I. Goldberg and published by . This book was released on 2000 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2006 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis "Only Connect" by : Rachel Anne Smith
Download or read book "Only Connect" written by Rachel Anne Smith and published by . This book was released on 2010 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: A key component in the success of students' first-year experience is their successful academic and social integration into the college environment (Tinto, 1993). Researchers have specified integration in terms of student behaviors and perceptions (Berger & Milem, 1999; Hurtado & Carter, 1997) and also studied it in terms of engagement (Kuh, 2009) or peer effects (Astin, 1993). Educators ask the question not whether integration or engagement matter, but how to make it matter. In response, an increasing number of educators have begun to focus more attention on the residential and curricular learning communities that can structure a first-year student's academic and social interactions. Researchers have found generally positive relationships between learning community involvement and engagement, academic success, and successful college transitions (Inkelas et al., 2007; Pasque & Murphy, 2005; Pike, 1999; Stassen, 2003; Zhao & Kuh, 2004). However, we know very little about the specific character of engagement and the social and academic networks that students develop during their first year. These group environments may influence with whom and about what students engage. If student peer interactions are important, then the "socially engineered" environments administrators facilitate--such as residential learning communities or campus-wide organizations--also deserve careful thought because of their educational implications. Typical analyses of student integration and success typically ignore the relational structure that underlies the actual process of relationship formation. Social network analysis is a tool that can be used to study the particular relationships among students in a community. Network analysis takes such relationships and social network structures as the fundamental unit of analysis, rather than individuals (Scott, 2000; Wasserman & Faust, 1994). This study used social network analysis along with qualitative methods to trace the process of academic and social peer relationship development within two specific communities--an arts-themed residential learning community and a random-assignment residence hall floor--and how those networks may be related to academic outcomes and involvement. This project is a case study of two residential communities at a mid-size, private university in the Northeast. Two specific cases--a pair of floors involved in one arts-themed learning community compared to one random-assignment residence hall floor--made up the population of 140 students. Students responded to a paper social network survey once during November 2006 and once during April 2007. I interviewed 45 of the students once in Fall 2006 and again in Spring 2007, and 20 of the same students a third time in Fall 2007. I also used participant observation methods to observe floor meetings, classes, and field trips during the academic year. Results of the study indicated that that the networks within the two communities developed along similar lines, but in the learning community the academic and social ties developed more quickly. Learning community students tended to create concurrent academic and social ties during their first semester, while the random-assignment floor students formed mostly social ties in the first semester and then both social and academic ties in the second. The learning community also created a higher percentage of academic and social relationships among students. The institution facilitated the structure of student relationships through homophily within the learning community and the institution's emphasis on major and professional socialization. Finally, network measures of a student's relationship to all other students in the community was predictive of second-semester extracurricular involvement, but not first-semester gpa. Membership in a learning community writing course did have a relationship with higher first-semester gpa. These results suggested that it was not the label "learning community" that influenced involvement, but rather the student's structural locations in their relationship networks, regardless of what the community was called, were important for facilitating campus involvement. This study demonstrated the importance of understanding the specific structures of academic and social relationships within campus communities. It has implications for how researchers conceive of and measure academic and social integration, as well as how administrators create campus environments that foster relationship development within and across student groups. Empirically, this research furthers our understanding of how students construct academically and socially beneficial peer relationships over time within residential environments, which may lead to positive educational outcomes. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2000 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Academic, Social Integration, and Persistence of First- Generation College Students in Living-Learning Communities by : Christina L. Irizarry
Download or read book Academic, Social Integration, and Persistence of First- Generation College Students in Living-Learning Communities written by Christina L. Irizarry and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Those from marginalized populations, many of whom are first-generation college students (FGCS), often face barriers to accessing secondary education (Pitre & Pitre, 2009). Additionally, when students from such groups do successfully enroll in post-secondary educational opportunities, their graduation rates remain low (DeAngelo, Franke, Hurtado, Pryor & Tran, 2011; Engle, 2007). At the same time, there appears to be a correlation between positive social and academic assimilation, family support, and college success (Falcon, 2015). One promising intervention aligned with the goal of fostering social integration for FGCS and the focus of this research, is a living-learning community (LLC). LLCs are college living communities in which students have access to faculty and professional staff as well as opportunities to bond with their peers. The purpose of this study was to identify the role LLCs had on one group of FGCS’ transition to their next academic year in relation to feeling socially and academically integrated on their campus and to help professionals in higher education understand how critical it is for first-generation college students to find a sense of belonging on their campus. This study’s qualitative results illuminated how the LLC model provided a bridge between students’ academic and non-academic lives, addressing specific learning focus and enhancing their university experience. It also provided the students with a space for intentional support on how they can better integrate in their college.
Book Synopsis The Influence of a New Student Orientation Program by : Ted Adam Lewis
Download or read book The Influence of a New Student Orientation Program written by Ted Adam Lewis and published by . This book was released on 2011 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite a long history of providing open-door access to students who might not otherwise have an opportunity to attend college, community colleges have not been as effective in fostering student success. To counter this trend, early intervention programs have been developed to facilitate academic and social integration for first semester students to improve student success. However, there is much that is not known about the influence of orientation programs at community colleges as an intervention strategy. Therefore, this study examines the influence of one new student orientation on first semester student success. Grounded in frameworks developed by Astin (1984, 1993, 1999), Tinto (1975, 1993), and Bean and Metzner (1985), this study examines the ability of a new student orientation to academically and socially integrate students into the culture of the institution. The following research questions are posed: Does new student orientation influence student retention; Does new student orientation influence student success; Does new student orientation influence student persistence; Does new student orientation facilitate a student's social integration into the institution? Does new student orientation facilitate a student's academic integration into the institution? The focus of this case study is a publicly supported, two-year, comprehensive community college that is part of a multiple college district located in a suburban area outside of a major city in Texas. Participants are students who attended a new student orientation session. Employing a mixed methods research approach, data is gathered on student success, retention, persistence, and through interviews. Findings demonstrate that there was no significant difference in first semester retention for students who participated in a new student orientation and for those who did not. However, students who participated in orientation were more likely to be successful in their first semester in college and much more likely to re-enroll for their second semester at the institution. New student orientation also facilitated students' social and academic integration into the institution. This study concludes with recommendations for program improvement, recommendations for further research, and a discussion of implications for community college policy and practice in developing new student orientation programs.
Book Synopsis Learning Communities and Student Affairs by :
Download or read book Learning Communities and Student Affairs written by and published by . This book was released on 2007 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Academic Third Place: Examining Physical Space and First-year Student Sense of Belonging at a Commuter Campus by : Jazmin Nicol Campos
Download or read book The Academic Third Place: Examining Physical Space and First-year Student Sense of Belonging at a Commuter Campus written by Jazmin Nicol Campos and published by . This book was released on 2017 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: First-year students experience many challenges as it relates to transitioning from high school to college and establishing a strong sense of belonging. Sense of belonging, identified in Maslow's hierarchy of needs (1943), has been tied to persistence and retention, particularly in first-year students (Hurtado & Carter, 1997) and commuter students (Newbold, Mehta, & Forbus, 2011). First-year seminars and learning communities have been identified as effective methods in fostering sense of belonging (Young & Hopp, 2014). Physical spaces may be able to encourage positive peer, faculty, or staff interactions, which in turn, can foster sense of belonging (Temple, 2008). The sociological theory of the third place (Oldenburg, 1999) postulates that students require a place between home and school, called the third place, to forge bonds with peers. Past research suggests that the academic library can function as the third place on a campus (Montgomery & Miller, 2011). The purpose of this study was to determine whether a shared study space affects first-year students' sense of belonging at a commuter campus. The study also aimed to explore how and why first-year students and commuter students used a first-year study space to make recommendations to educational leaders. The study took place at a four-year public institution in Northern California. First-year students were e-mailed a link to an online questionnaire containing items regarding various student demographics (including commuter status), the first-year experience, use of a shared study space, and sense of belonging. The quantitative and qualitative data were aggregated for analysis and common themes were identified and explored within the data. The study provided various findings regarding sense of belonging and overall use of physical space. No direct correlations were found between use of the first-year study space and sense of belonging. However, the participants in the study used the first-year study space for academic study, which aligned with Tinto's theory of academic integration. Additionally, the characteristics of the first-year study space aligned with characteristics of the third place outlined by Oldenburg (1999). Students were much more likely to use the first-year study space if they were enrolled or had been enrolled in a first-year seminar. Additionally, the most used service in the first-year study space were peer mentor services. One of the recommendations provided in the study was to offer peer mentor services to those students not enrolled in a first-year seminar to encourage them to use the first-year study space. Additionally, another recommendation was to locate resources in the first-year study space to maximize the utilization of resources by first-year and commuter students alike. The findings guided implications for educational leaders who can benefit from knowing the benefits of creating a study space for students. Leaders should be able to make decisions about space allocation that are not only cost-effective but also effective in engaging students. Recommendations for future study included further exploring connections between study spaces and sense of belonging for other students in transition, such as transfer students.
Book Synopsis Effects of Residential and Learning Community Programs on the Institutional and Social Integration of College Students by : Jeff Thomae
Download or read book Effects of Residential and Learning Community Programs on the Institutional and Social Integration of College Students written by Jeff Thomae and published by . This book was released on 2002 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Higher Education: Handbook of Theory and Research by : Michael B. Paulsen
Download or read book Higher Education: Handbook of Theory and Research written by Michael B. Paulsen and published by Springer Science & Business Media. This book was released on 2013-02-12 with total page 742 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology, and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
Author :National Resource Center for the First-Year Experience & Students in Transition (University of South Carolina) Publisher :First-Year Experience and Students in Transition University of South Carolina ISBN 13 :9781889271989 Total Pages :0 pages Book Rating :4.2/5 (719 download)
Book Synopsis Building Synergy for High-impact Educational Initiatives by : National Resource Center for the First-Year Experience & Students in Transition (University of South Carolina)
Download or read book Building Synergy for High-impact Educational Initiatives written by National Resource Center for the First-Year Experience & Students in Transition (University of South Carolina) and published by First-Year Experience and Students in Transition University of South Carolina. This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the years, a number of interventions aimed at increasing student engagement and performance have been implemented in higher education. Some of these, labeled high-impact practices (HIPs), when done well, have led to documented evidence of student success. Two approaches that have been identified as HIPs--first-year seminars and learning communities--are often brought together into what is referred to here as first-year seminar/learning community (FYS/LC) programs. In this book, authors from both two- and four-year colleges and universities across the country explore the rationale for offering these combined programs, make suggestions for successfully implementing and supporting them, and provide snapshots of a variety of existing FYS/LC structures. Following a foreword (Tracy L. Skipper), and an introduction (Janine Graziano and Lauren Chism Schmidt), this book is divided into two parts. Part I: "Rationale for and Implementation of Combined Programs," contains the following chapters: (1) The Case for Connecting First-Year Seminars and Learning Communities (Ashley Finley and George D. Kuh); (2) National Practices for Combining First-Year Seminars and Learning Communities (Jean M. Henscheid, Tracy L. Skipper, and Dallin G. Young); (3) Administering Combined First-Year Seminar and Learning Community Programs (Nia Haydel and Liya Escalera); (4) Teaching in Combined Programs (Lisa Dresdner and Ruthanna Spiers); and (5) What Should We Be Assessing and Why? (Michele J. Hansen and Maureen A. Pettitt). Part II: "Contexts for Implementation: Models From Two- and Four-Year Institutions" presents the following case studies: (1) Inviting the Mother Tongue and a First-Year Seminar to Promote Success among Spanish-Speaking ESL Students. (Andrea Parmegiani--Bronx Community College); (2) The Metro College Success Program: Redesigning the First Two Years of College (Vicki Legion--City College of San Francisco and Mary Beth Love--San Francisco State University); (3) The Targeted Learning Community: A Comprehensive Approach to Promoting the Success of First-Year Students in General Chemistry (Hillary H. Steiner, Michelle L. Dean, Stephanie M. Foote, and Ruth A. Goldfine--Kennesaw State University); (4) Common Courses: A Developing Linked Coursework Perspective (Hilary L. Lichterman, Daniel B. Friedman, Amber Fallucca, and Jason E. Steinas--The University of South Carolina); (5) Need a Little TLC? Incorporating First-Year Seminars in Themed Learning Communities (Stephanie Zobac, Kelly Smith, Julia Spears, and Denise Rode--Northern Illinois University); (6) Writing Across the Curriculum Through Community Engagement: Exploring the Foster Care System in a Thematic Living and Learning Community (Richie Gebauer and Michelle Filling-Brown--Cabrini College); and (7) Advancement via Individual Determination (AVID) (Lauren Smith, Aslinn Arcuri, and Matthew Farina--Mt. Hood Community College). This book also contains a Conclusion (Lauren Chism Schmidt and Janine Graziano), an index, and a section about the contributors. (Individual chapters and case studies contain references.).
Download or read book Resources in Education written by and published by . This book was released on 1998-05 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Learning College for the 21st Century by : Terry O'Banion
Download or read book A Learning College for the 21st Century written by Terry O'Banion and published by Rowman & Littlefield. This book was released on 1997 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: To find more information on Rowman & Littlefield titles, please visit us at www.rowmanlittlefield.com.
Book Synopsis Building Learning Communities for New College Students by :
Download or read book Building Learning Communities for New College Students written by and published by . This book was released on 1994 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis How Social Interactions Impact the Effectiveness of Learning Communities by : Robert James Kallmeyer
Download or read book How Social Interactions Impact the Effectiveness of Learning Communities written by Robert James Kallmeyer and published by . This book was released on 2009 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine how social interactions influenced the effects of Learning Communities (LCs) on college students' academic success. Previous research has shown that LC students are more socially integrated and perform better academically than non-LC students (Stassen, 2003). An ANCOVA and logistic regression on 946 first-year students found no group differences in GPA and that LC enrollment was not predictive of retention. The analyses controlled for demographic and entering academic characteristics. Results of analyzing interview transcripts revealed that students from both groups report the influence of social interactions on academic success in remarkably similar ways. Most interestingly, non-LC students often create social and study groups similar to LCs. Implications of the results and direction for future research are discussed.
Book Synopsis The Impact of a First Year Living-Learning Community on First-Generation College Student Academic Success and Persistence by : Brett L. Bruner
Download or read book The Impact of a First Year Living-Learning Community on First-Generation College Student Academic Success and Persistence written by Brett L. Bruner and published by . This book was released on 2017 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt:
