scholarly journals REACHING HIGHER: UNDERSTANDING STUDENT DEVELOPMENT AND DEPARTURE

Entrelinhas ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 92-101
Author(s):  
Camila Quevedo Oppelt
Keyword(s):  
College Students ◽  
Student Development ◽  
Historical Perspective ◽  
Student Leadership ◽  
Academic Failure ◽  
Student Interest ◽  
Community Learning ◽  
Student Departure ◽  
Post Secondary ◽  
College Community

Since its foundation, post-secondary institutions have demonstrated a concern to the high rates of student departure which have led to a proliferation of studies focused on college students’ interest and retention in the 1970s (ASTIN, 1975; COPE e HANNAH, 1975; LENNING, 1978; TINTO, 1975). Concentrating on the institutions’ role, this study aims at—in a historical perspective—finding out: (i) how have institutions been viewing student interest and attrition and how (and if) they have been acting upon it, and (ii) if student academic failure has been in any way seen as related to it. It was observed that is through programs of academic and student leadership and discussion panels that students are given the opportunity to engage in the college community—learning with and from their peers.

Analysis of Demographics and Factors Influencing Student Choice of Major at Five Universities

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 510b-510
Author(s):  
Tammy Kohlleppel ◽  
Jennifer C. Bradley ◽  
Jayne Zajicek
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
The United States ◽  
Student Choice ◽  
Student Interest ◽  
Post Secondary ◽  
Choice Of Major ◽  
Factors Influencing ◽  
University History ◽  
Insight Into

In recent years horticulture programs at universities across the United States have experienced a decline in student numbers. Researchers at the Univ. of Florida and Texas A&M Univ. have developed a survey to gain insight into the influences on undergraduate students who major in horticulture. Five universities participated in the survey of undergraduate horticulture programs, these include the Univ. of Florida, Texas A&M Univ., Oklahoma State Univ., Univ. of Tennessee, and Kansas State Univ. Approximately 600 surveys were sent to the schools during the 1997 fall semester. The questionnaires were completed by horticulture majors and nonmajors taking classes in the horticulture departments. The survey consisted of two main sections. The first section examined student demographic information, high school history, university history and horticulture background and was completed by all students. Only horticulture majors completed the second section, which examined factors influencing choice of horticulture as a major. Results examine fundamental predictors in promoting student interest in horticulture, demographic variables that may influence student choice of major, and student satisfaction and attitude toward current collegiate horticulture programs. Findings from this study will provide insight into the status of post-secondary horticulture education and assist in identifying methods to increase student enrollment in horticulture programs across the country.

Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Development ◽  
African American Students ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Student Departure ◽  
American Students ◽  
The Impact

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students’ relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astin’s and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

scholarly journals Words Matter: The Impact of “Catchy” vs Conventional Course Titles on Student Interest

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Joan Flaherty ◽  
Bruce G McAdams ◽  
Joshua E LeBlanc
Keyword(s):  
Graduate Students ◽  
Nous Avons ◽  
First Year ◽  
Student Interest ◽  
Anecdotal Evidence ◽  
Post Secondary ◽  
Student Preference ◽  
Premier Cycle ◽  
The Impact ◽  
Conventional Counterpart

Anecdotal evidence suggests that post-secondary institutions in Canada and beyond are experimenting with the practice of substituting conventional, discipline-centred course titles with more creatively phrased, learner-centred titles. However, we could find no scholarly research to affirm, challenge or guide this practice. This study represents a preliminary foray into that research. We surveyed 368 business undergraduate and graduate students at a mid-sized Canadian university to address, and explore the implications of, this question: "Does a catchy course title elicit more student interest than its conventional counterpart?" Our findings provide some, but not unqualified, support for the practice of using catchy course titles as a way of attracting student interest. We found the most significant influence on student preference toward conventional or catchy course titles to be year of registration (first year and fourth year students showed the most interest in catchy course titles; graduate students and those registered in second and third year showed a preference for conventional course titles). Implications regarding marketing and pedagogy are discussed, as is the need for further research. Des preuves non scientifiques sembleraient suggérer que les établissements d’enseignement supérieur du Canada et au-delà sont en train d’essayer de substituer les titres de cours conventionnels centrés sur la discipline par des titres centrés sur l’apprenant et formulés de façon plus créatrice. Toutefois, nous n’avons trouvé aucune recherche savante qui pourrait affirmer, mettre au défi ou guider cette pratique. Cette étude représente une expérience préliminaire dans cette recherche. Nous avons fait un sondage auprès de 368 étudiants de premier cycle et de cycles supérieurs en administration des affaires dans une université canadienne de taille moyenne afin d’explorer les implications de la question suivante : « Est-ce qu’un titre de cours accrocheur attire davantage l’intérêt des étudiants qu’un titre plus conventionnel? » Nos résultats présentent un certain soutien non qualifié à cette pratique qui consiste à utiliser des titres de cours accrocheurs dans le but d’attirer l’intérêt des étudiants. Nous avons trouvé que l’influence la plus significative sur la préférence des étudiants entre les titres conventionnels et les titres accrocheurs était l’année d’inscription (les étudiants de première et de quatrième année étaient davantage attirés par les titres de cours accrocheurs; les étudiants des cycles supérieurs et ceux inscrits en deuxième et troisième année semblaient préférer les titres de cours conventionnels). Les implications en matière de marketing et de pédagogie sont discutées, ainsi que la nécessité de faire des recherches plus avancées sur la question.

scholarly journals Challenges Faced by Student Affairs Practitioners in Embedding Indigenous Knowledge into Student Leadership Development Pedagogy. A Case for Zimbabwe

2021 ◽  
Vol 9 (3) ◽  
pp. 01-12
Author(s):  
Crispen Mazodze ◽  
Jacob Mapara ◽  
Maria Tsvere
Keyword(s):  
Science Education ◽  
Leadership Development ◽  
Student Affairs ◽  
Indigenous Knowledge ◽  
Student Development ◽  
Student Leadership ◽  
Historical Background ◽  
Student Affairs Practitioners ◽  
Student Leadership Development ◽  
Indigenous Epistemologies

The drive to mainstream indigenous knowledge into student leadership development in Zimbabwean higher education has recently gained currency. Student leadership development has a Eurocentric historical background and it has continued on this paradigm in the post-independence era. Framed on decolonial theoretical framework this study interrogates the challenges that are faced by student affairs practitioners in their efforts to include indigenous epistemologies into student leadership development programmes. The research was designed as a case study that employed qualitative methods of data collection and analysis focussing on student development practice at three state universities in Zimbabwe namely Bindura University of Science Education, Chinhoyi University of Science Education and Great Zimbabwe University. Data were collected through in-depth interviews with student Affairs practitioners and analysed through NVivo qualitative data analysis software. Research findings indicate that student affairs practitioners face a myriad of problems which hinder the mainstreaming of the knowledge of the local indigenous people into leadership development. These problems include lack of training to empower them with skills to include indigenous epistemologies into student leadership training, lack of funding and policy guidelines. Theorising on this complexity the research recommends the designing of leadership programmes that imbue indigenous epistemologies of the local people in student development such as hunhu/ubuntu values.

Culturally Responsive Teaching and Mentoring for African American Males Attending Post-Secondary Schools

2021 ◽  
pp. 149-166
Author(s):  
York Williams
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
African American ◽  
Graduation Rates ◽  
Culturally Responsive ◽  
Dropping Out ◽  
College Graduation ◽  
Post Secondary ◽  
Black And White ◽  
College Graduation Rates

African American male (AAM) college students with learning disabilities confront a number of obstacles while matriculating. Data indicates that a growing percentage of college students of color are enrolling in post-secondary institutions to pursue a higher education, but there still remains a graduation gap and retention issues between Black and White students, with the graduation rates of Black males still looming behind those of other groups. Of this student population, AAM's with learning disabilities encounter obstacles, both culturally, emotionally, financially, and psychologically that tend to exacerbate their learning needs and overall college experience, thus resulting in them dropping out midway through or at the end of the semester. Colleges and universities must address this gap and provide opportunities for culturally responsive mentoring, teaching, and specialized supports for AAM's with learning-diverse needs used to increase college graduation rates.

The social mediated age of information: Twitter and Instagram as tools for information dissemination in higher education

2018 ◽  
Vol 20 (11) ◽  
pp. 4155-4176 ◽  
Author(s):  
Phillip C Arceneaux ◽  
Lucian F Dinu
Keyword(s):  
College Students ◽  
Social Media ◽  
Information Dissemination ◽  
Digital Information ◽  
Information Retention ◽  
Post Secondary ◽  
Information Tools ◽  
The Social ◽  
The Us ◽  
Visually Based

Despite high levels of global connectivity, Americans are generally underinformed about the world. The US Department of Education named social media as a viable option for improving learning objectives, yet minimal research supports such a claim regarding internationalization. While what research exists exclusively investigated Facebook, no research explored the viability of other popular platforms, such as Twitter or Instagram. Through an experimental design conducted on 405 college students, this study probed how the presentation of textually based (Twitter) and visually based (Instagram) messages affected American college students’ recall of digital information. It also investigated how communicator credibility affected the way college students consumed digitally disseminated information. Results showed that information retention was most improved by visually based information published by professional news outlets. Such findings help to better understand the contributions social media are capable of making as information tools, particularly when applied to American post-secondary education.

Sign in / Sign up

Export Citation Format

Share Document