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Student Success (student + success)
Selected AbstractsBursaries and Student Success: a Study of Students from Low-Income Groups at Two Institutions in the South WestHIGHER EDUCATION QUARTERLY, Issue 2 2005Sue Hatt This article draws on quantitative and qualitative data from two institutions to compare the student experience of those with and without bursary awards. Using the student life cycle model, the article examines the ways in which bursaries impact on the student experience before they enter the institution, in the early weeks of their studies and as they progress through their programmes. At these two institutions, students with bursaries were more likely to be retained and to perform well during the first year than those without bursaries. The study found that bursaries can ease financial pressures during their transition to higher education (HE) and that institution-specific bursaries can affect students' perceptions of an institution and their commitment to succeed. After 2006, those institutions wishing to charge variable fees will be required to provide bursary support for low-income students. The findings from this article suggest that HE providers should consider the timing of the bursary payments and the implicit message the bursary sends to applicants if they want to ensure that their bursaries have a positive impact on the student experience. [source] Collaborating for Student Success: Perspectives from the MetLife Survey of the American TeacherNATIONAL CIVIC REVIEW, Issue 2 2010A. Richardson LoveArticle first published online: 15 JUL 2010 First page of article [source] Approaches to learning and studying in medical students: validation of a revised inventory and its relation to student characteristics and performanceMEDICAL EDUCATION, Issue 5 2004Karen Mattick Introduction, Inventories to quantify approaches to studying try to determine how students approach academic tasks. Medical curricula usually aim to promote a deep approach to studying, which is associated with academic success and which may predict desirable traits postqualification. Aims, This study aimed to validate a revised Approaches to Learning and Studying Inventory (ALSI) in medical students and to explore its relation to student characteristics and performance. Methods, Confirmatory factor analysis was used to validate the reported constructs in a sample of 128 Year 1 medical students. Models were developed to investigate the effect of age, graduate status and gender, and the relationships between approaches to studying and assessment outcomes. Results, The ALSI performed as anticipated in this population, thus validating its use in our sample, but a 4-factor solution had a better fit than the reported 5-factor one. Medical students scored highly on deep approach compared with other students in higher education. Graduate status and gender had significant effects on approach to studying and a deep approach was associated with higher academic scores. Conclusions, The ALSI is valid for use in medical students and can uncover interesting relationships between approaches to studying and student characteristics. In addition, the ALSI has potential as a tool to predict student success, both academically and beyond qualification. [source] Using student tracking data from an institutional perspectiveNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 143 2008Joanne Bashford This chapter describes several examples of institutional use of state- and college-level tracking data to benchmark performance, improve student success, and enhance program effectiveness. [source] Realizing student success at Hispanic-serving institutionsNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 127 2004Margarita Benítez This chapter highlights the role of Hispanic-Serving Institutions in promoting the academic success of minority students and discusses successful strategies used by several Hispanic-Serving community colleges. [source] From helicopter parent to valued partner: Shaping the parental relationship for student successNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 144 2008Marc CutrightArticle first published online: 5 DEC 200 Parents of college students influence the transition experiences of their sons and daughters, and they also experience significant transitions of their own. [source] Retention and student success at minority-serving institutionsNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 125 2005Jamie P. Merisotis This chapter examines the unique contributions and strategies of minority-serving institutions that successfully serve and graduate students of color. [source] A chancellor's vision: Establishing an institutional culture of student successNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 125 2005Willis B. McLeod A former chancellor outlines how he successfully transformed the culture of his campus to enhance retention and student success. [source] Since we seem to agree, why are the outcomes so difficult to achieve?NEW DIRECTIONS FOR TEACHING & LEARNING, Issue 121 2010Terry Rhodes There is mounting evidence from faculty and employers that a broad set of skills and abilities are essential for student success as graduates, citizens, and employees. The traditional approach to general education with an emphasis on exposure to a menu of knowledge no longer suffices. Graduates need to be able to integrate their learning, apply it in real-world settings, and use it to address complex and unscripted problems. Examining the emergent research on student learning and key factors that deepen and enhance learning in essential areas for all students at our institutions leads us to developing new modes of measuring and assessing for learning among our students. One such new approach, the VALUE project, using rubrics and portfolios of student work, is described and discussed as a way to engage students in assessing their own leaning, while giving faculty useful information, and institutions reportable results for accountability. [source] Teaching skills for facilitating team-based learningNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 116 2008Derek R. Lane This chapter describes the teaching competencies, facilitation strategies, and personal characteristics that minimize student frustration, increase the fidelity of TBL implementation, and ultimately moderate student success. [source] Promoting persistence and success of underrepresented students: Lessons for teaching and learningNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 115 2008Jillian Kinzie This chapter explores the relationships between indicators of student success such as persistence and student engagement in effective educational practices focusing on historically underrepresented populations. [source] School belonging among low-income urban youth with disabilities: Testing a theoretical modelPSYCHOLOGY IN THE SCHOOLS, Issue 5 2008Susan D. McMahon Positive school environments and school belonging have been associated with a variety of positive academic, social, and psychological outcomes among youth. Yet, it is not clear how these constructs are related, and few studies have focused on urban at-risk youth with disabilities. This study examines baseline survey data from 136 low-income African American and Latino students in grades 5 to 12, most of whom have disabilities, recently transferred following a school closure. Using structural equation modeling, we tested a model that examined the relationships among school stressors and resources, school belonging, academic outcomes (school satisfaction and academic self-efficacy), and psychological outcomes (anxiety and depression). This model was an excellent fit with the data, and findings indicate that school belonging plays a central role in explaining how school context can affect both psychological and academic outcomes. This model has implications for school-based interventions that can enhance student success and well-being. © 2008 Wiley Periodicals, Inc. [source] Family-centered positive psychology: Focusing on strengths to build student successPSYCHOLOGY IN THE SCHOOLS, Issue 1 2004Susan M. Sheridan Family-centered positive psychology (FCPP) is defined as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing solely on the resolution of problems or remediation of deficiencies. This approach to family-based services is predicated on the belief that child and family outcomes will be enhanced if members participate in identifying needs, establishing social supports and partnerships, and acquiring new skills and competencies, rather than simply receiving services from professionals. In this article, we present a rationale for FCPP, outline its primary principles, highlight one model for working with families that exemplifies FCPP practice, and illustrate its use through an authentic data-based case study. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 7,17, 2004. [source] Alternative Financing Methods for CollegeNEW DIRECTIONS FOR STUDENT SERVICES, Issue 89 2000Robert DeBard A shift in government policy and changing demographics have forced college students to seek alternative ways of paying for college. This chapter explores the various strategies used by students and the impact they can have on students' success. [source] | ||||||||||