Determinants of institutional attractiveness to bright, prospective college students

1976 ◽  
Vol 4 (4) ◽  
pp. 361-371 ◽  
Author(s):  
Richard E. Anderson
Keyword(s):  
College Students ◽  
Prospective College Students

An Approach for Identifying Benefit Segments Among Prospective College Students

1990 ◽  
Vol 3 (1) ◽  
pp. 49-66 ◽  
Author(s):  
Patrick Miller ◽  
Charles W Lamb, Jr. ◽  
Ronald Hoverstad ◽  
Edward G. Boehm
Keyword(s):  
College Students ◽  
Prospective College Students

A Program of Information for Prospective College Students

1949 ◽  
Vol 56 (2) ◽  
pp. 90
Author(s):  
C. C. Richtmeyer
Keyword(s):  
College Students ◽  
Prospective College Students

Perceived Barriers, Anxieties, and Fears in Prospective College Students from Rural High Schools

2018 ◽  
Vol 101 (3) ◽  
pp. 155-176 ◽  
Author(s):  
Terrell R. Morton ◽  
Nestor A. Ramirez ◽  
Judith L. Meece ◽  
Cynthia Demetriou ◽  
Abigail T. Panter
Keyword(s):  
College Students ◽  
High Schools ◽  
Perceived Barriers ◽  
Rural High Schools ◽  
Prospective College Students

Summer Camps as a Means to Recruit Prospective College Students

2010 ◽  
Vol 14 (2) ◽  
pp. 149-156
Author(s):  
Linchi Kwok ◽  
Deborah C. Fowler ◽  
Jingxue (Jessica) Yuan
Keyword(s):  
College Students ◽  
Summer Camps ◽  
Prospective College Students

scholarly journals Exploring and Comparing High Stakes Writing Test Prompts Content Structure

2022 ◽  
Author(s):  
Abdolvahab Khademi
Keyword(s):  
College Students ◽  
Multidimensional Scaling ◽  
Academic Writing ◽  
High Stakes ◽  
Content Structure ◽  
Writing Test ◽  
Writing Prompts ◽  
Prospective College Students

TOEFL and IELTS are two major tests that measure language preparedness of prospective college students. The writing section of these two tests provide a measure of readiness for academic writing. However, to what extent these two tests measure the same contents has not been quantitatively investigated before. In this paper, multidimensional scaling (MDS) is applied to explore the content structure of writing prompts in TOEFL and IELTS examinations.

A Program of Information for Prospective College Students

1949 ◽  
Vol 56 (2) ◽  
pp. 90-91
Author(s):  
C. C. Richtmeyer
Keyword(s):  
College Students ◽  
Prospective College Students

College Preparation of Blind Prospective College Students

1968 ◽  
Vol 62 (9) ◽  
pp. 286-288
Author(s):  
Roy Kumpe
Keyword(s):  
College Students ◽  
College Preparation ◽  
Prospective College Students

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

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