scholarly journals Success for All? A Call to Re-examine How Student Success Is Defined in Higher Education

2021 ◽  
Vol 20 (1) ◽  
pp. es3
Author(s):  
Maryrose Weatherton ◽  
Elisabeth E. Schussler
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Student Voice ◽  
Life Sciences ◽  
Success For All ◽  
Education Literature ◽  
Policy Practice

This essay explores how “student success” is defined in the education literature broadly, using specific examples from CBE-Life Sciences Education from 2015 to 2020. This essay posits that success is most often implicitly defined by researchers in terms of quantitative outcomes. Recommendations for centering student voice within policy, practice, and research are provided.

scholarly journals Politicised compassion and pedagogical partnership: A discourse and practice for social justice in the inclusive academy

2020 ◽  
Vol 4 (1) ◽  
pp. 16-33
Author(s):  
Suanne Gibson ◽  
Alison Cook-Sather
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Student Success ◽  
International Research ◽  
Status Quo ◽  
Institutions Of Higher Education ◽  
Student Agency ◽  
Policy Practice ◽  
The Status ◽  
Individual Success

Despite changes prompted by global legalisation and policy developments for social justice and inclusion, many institutions of higher education remain driven by neoliberal values, an endemic culture of performativity, and an emphasis on individual success. These phenomena inform, disfigure, and invert inclusion and equality in policy, practice, and outcome. In response, we propose politicised compassion fostered through pedagogical partnership as a political and social justice reaction to the status quo. This paper explores this proposal, grounding it in international research studies on student experience, partnership, and equality. The work’s novelty is in its advancement of Zembylas’ (2013) work on “critical compassion” through what we term politicised compassion with the goal of enabling sustained student agency, student success, and the creation of active, considerate citizens. Our work invites critical considerations of where such a discourse for meaningful social justice and equality can take place within the academy.

Sense of Belonging and Student Success at Historically Black Colleges and Universities

2019 ◽  
pp. 32-52
Author(s):  
Terrell L. Strayhorn
Keyword(s):  
Academic Success ◽  
Student Success ◽  
Historically Black ◽  
Sense Of Belonging ◽  
Black Colleges ◽  
Success For All ◽  
Historically Black Colleges ◽  
Strategic Enrollment Management ◽  
Policy Practice ◽  
Black Colleges And Universities

The purpose of this chapter is to posit sense of belonging as a key to educational success for all students, as well as a tool for strategic enrollment management and student success at HBCUs. Drawing connections between a recent survey of KIPP alumni and literature about HBCUs, this chapter reviews extant literature on the history and significance of Black colleges, the faculty and staff employed by HBCUs, and students educated at HBCUs. Then, the chapter posits sense of belonging as a critical factors in their academic success, using Strayhorn's theory of college students belonging. Strong implications for policy, practice, and programs are included.

UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Bill Welsh ◽  
Kelly Hermann ◽  
Cheryl Pruitt ◽  
Gaeir Dietrich ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Disability Services ◽  
Government Accountability ◽  
Academic Goals ◽  
Online Student ◽  
Support Resources ◽  
Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

Promoting divergent leadership philosophies to improve student success outcomes for black and brown students in higher education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Nicholas Petty ◽  
Dakota King-White ◽  
Tachelle Banks
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Success ◽  
Baccalaureate Degree ◽  
The United States ◽  
Retention Rates ◽  
Completion Rates ◽  
Marginalized Groups ◽  
Support Students

Abstract Throughout the United States there are millions of Black and Brown students starting the process of attending college. However, research indicates that students from traditionally marginalized groups are less likely than their counterparts to complete the process and graduate college (Shapiro et al., 2017). While retention rates for students from traditionally marginalized backgrounds continue to decline, universities are beginning to pay attention to the needs of this population in search of ways of better supporting them. The examination of these factors may also inform programmatic adjustments, leadership philosophies, and future practices to help retain students and lead to eventual completion of a baccalaureate degree. In this article, the authors review the literature to explore factors that can affect Black and Brown students’ completion rates in higher education. By reviewing the literature and the factors impacting Black and Brown students, the authors share with readers initiatives at one university that are being used to support students from a strengths-based approach.

scholarly journals Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

2021 ◽  
Author(s):  
Robin Bell
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Philosophy ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Learning Theories ◽  
Philosophical Orientation ◽  
Education Literature ◽  
Educational Philosophies ◽  
Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

Data Analytics and STEM Student Success: The Impact of Predictive Analytics-Informed Academic Advising Among Undeclared First-Year Engineering Students

2018 ◽  
Vol 22 (3) ◽  
pp. 497-521 ◽  
Author(s):  
Yu (April) Chen ◽  
Sylvester Upah
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Academic Advising ◽  
Data Analytics ◽  
Predictive Analytics ◽  
First Year ◽  
Program Of Study ◽  
Science Technology ◽  
Mathematics Student ◽  
And Mathematics

Science, Technology, Engineering, and Mathematics student success is an important topic in higher education research. Recently, the use of data analytics in higher education administration has gain popularity. However, very few studies have examined how data analytics may influence Science, Technology, Engineering, and Mathematics student success. This study took the first step to investigate the influence of using predictive analytics on academic advising in engineering majors. Specifically, we examined the effects of predictive analytics-informed academic advising among undeclared first-year engineering student with regard to changing a major and selecting a program of study. We utilized the propensity score matching technique to compare students who received predictive analytics-informed advising with those who did not. Results indicated that students who received predictive analytics-informed advising were more likely to change a major than their counterparts. No significant effects was detected regarding selecting a program of study. Implications of the findings for policy, practice, and future research were discussed.

Latina Experience in Higher Education: Problem-Solving to Facilitate Student Success

2019 ◽  
Vol 14 (4) ◽  
pp. 406-423
Author(s):  
Norma S. Guerra ◽  
Cristina Carrillo ◽  
Arthur E. Hernandez
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Student Success

scholarly journals Awakening Aspirations of Primary School Students: Where Will Your Dreams Take You?

2017 ◽  
Vol 6 (3) ◽  
pp. 116 ◽  
Author(s):  
Ruth Greenaway ◽  
Uwe Terton
Keyword(s):  
Higher Education ◽  
Primary School ◽  
New World ◽  
Tertiary Education ◽  
Economic Status ◽  
Primary School Students ◽  
School Students ◽  
Education Literature ◽  
Socio Economic Status ◽  
Capacity To Aspire

This article posits that when children are encouraged to aspire, they can become aware of a new world of choices and opportunities. Children should be supported to aspire in all areas of their lives. Of interest is children’s capacity to aspire to attend tertiary education. Literature shows that children cannot aspire to attend higher education when they have no knowledge of the opportunities nor realise its purpose. To support this argument, we discuss a project involving primary school students from areas that have been identified as having a low socio-economic status. The results show that as a consequence of students participating in the My Tertiary Eductaion (MyTED) program they developed the capacity to aspire to attend tertiary education.“Alicia would look up at the starry sky and dream”(Bright Star, Crew, 1997, p.5)

scholarly journals Student Affairs and Hurricane Katrina: Contextual Perspectives from Five Institutions of Higher Education in New Orleans

NASPA Journal ◽  
2007 ◽  
Vol 44 (1) ◽  
Author(s):  
Susan K Gardner ◽  
Kristy Miller ◽  
Marco J Barker ◽  
Jennifer Loftin ◽  
Marla Erwin ◽  
...  
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Student Affairs ◽  
Hurricane Katrina ◽  
New Orleans ◽  
Institutions Of Higher Education ◽  
Policy Practice ◽  
Before And After ◽  
Institutional Contexts ◽  
Public Versus Private

Fifteen student affairs administrators from five institutions of higher education in New Orleans were interviewed regarding their experiences immediately before and after Hurricane Katrina and how the crisis affected their work. Participants were chosen for their diversity among racial, gender, and institutional contexts. Analyses of the interviews resulted in four themes that describe the differences between how public versus private institutional cultures affected these administrators’ responses and the decision making that occurred in the wake of the storm. These themes include (a) decision making, (b) communication, (c) resources and limitations, and (d) student affairs status. Implications for policy, practice, and research are included.

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