Bøger udgivet af National Resource Center for The First Year Experience & Students in Transition

The sophomore year represents a critical transition for students. As institutions shift their attention from these students to the incoming class, sophomores can feel unsupported as they face increased academic challenges and explore major and career options. Sophomore dropout and disengagement has led administrators, faculty, and researchers to increase their attention to these students' unique needs. The 2019 National Survey of Sophomore-Year Initiatives sought to explore institutional responses to and support for sophomore students. This new report reviews these findings, including institutional practices related to academic advising for sophomores. Additionally, the report offers implications for research and practice by highlighting the ways in which institutional efforts and initiatives can be better designed for responsiveness based on differences in campus context, student backgrounds, and student needs.

Drawing on research on college student thriving completed since 2012, this newly revised collection presents six research studies describing the characteristics that predict thriving in different groups of college students, and offers recommendations for helping students thrive in college and life.

Focuses on supporting LGBTQ+ students on campus. This volume explores the last decade of research on LGBTQ+ college students with an eye toward understanding their needs and the unique conditions related to their college success.

In recent years, growth mindset, resilience, and belonging have become popular topics for research and practice among college educators. The authors of this volume aim to deepen the conversation around these non-cognitive factors that significantly impact student success.

The case studies of sophomore initiatives featured in this volume describe programs that build on institutional objectives for the first college year and prepare students for the transition to the major and, ultimately, graduation.

Includes an overview of institutional attention to the first year and the prevalence of and connections between first-year programs, a review of the results relating to selected first-year programs, and implications for practice and future research.

Approaching disability from the perspective of difference, the authors of this new volume offer guidance on creating more inclusive learning environments on campus so that all students - whether or not they have a recognised disability - have the opportunity to succeed.

Draws on data from more than 50 institutions to provide insight into how university colleges are organised, the initiatives they house, and the practices in place to ensure their effectiveness. Twenty case studies from 15 different campuses offer an in-depth understanding of institutional practice.

With the passage of the Post-9/11 GI Bill in 2008, more than 1.4 million service members and their families became eligible for higher education benefits. This collection presents findings from the second wave of research about student veterans, with a focus on data-driven evidence of academic success factors, including persistence, retention, degree completion, and employment after college.

Ensuring college completion and success requires an understanding of the evolving nature of transfer transitions and a system-wide approach. This new edited collection offers insight into institutional and statewide partnerships that create clearly defined pathways to college graduation and career success for all students.

Many professional and faculty advisors are new to academic advising and may feel ill-equipped to do more than help students register for classes. This collection provides an overview of the theory and best practice undergirding advising today while exploring the transition challenges of a wide-range of first-year college students.

Using Kuh and O'Donnell's eight conditions of effective educational initiatives as a framework, the authors of this volume describe the structure, pedagogy, and assessment strategies that lead to high-quality seminars. Introductory and concluding essays examine the structural conditions that are likely to support educational effectiveness in the seminar.