What matters in college (original) (raw)
A Whole 'Nother World Students Navigating Community College
2000
Each year thousands of young people begin their college careers in community colleges. The lower cost, more convenient location, and flexible admissions standards of community colleges make them an attractive educational alternative for many students, especially those from lowincome and disadvantaged backgrounds. Yet, persistence toward degrees among community college students is low. Family responsibilities, poor academic performance, and weak ties to faculty and other students get in the way of students' educational aspirations.
Journal of Education Method and Learning Strategy, 2024
This comprehensive review paper delves into the multifaceted dimensions of the educational atmosphere in college environments. Drawing on a wide range of scholarly perspectives, we explore the various factors that contribute to shaping the learning environment within higher education institutions. From pedagogical approaches to institutional policies, campus culture, and student experiences, this paper aims to provide a holistic understanding of the complex dynamics that define the educational atmosphere in colleges. By synthesizing current research findings, identifying key trends, and highlighting challenges and opportunities, our review seeks to inform educators, administrators, and policymakers in fostering a positive and enriching learning environment for students in higher education.
The Differential Effects of Student-Faculty Interaction on College Outcomes for Women and Men
Journal of College Student …, 2005
This study examined whether the impact of student-faculty interaction on a range of student outcomes-including academic achievement, goals, self-confidence, well-being, and attitudesdiffered for women and men. The data were drawn from a national longitudinal sample of college students (N = 17,637) who were surveyed upon entry to college in 1994 and four years later in 1998. Results indicate that although many commonalities exist in how student-faculty interaction relates to college outcomes for women and men, differential effects based on gender were observed across a number of domains.
1998
This study examined the characteristics and factors in the undergraduate experience that appeared to be most strongly associated with vitality in the classroom. Data were collected from 740 representative freshmen at a large research university by means of a university survey instrument that contained over 150 items in four categories: (1) background information on student age, class year, sex, ethnicity, employment, admissions status, major, financial aid, residence, Scholastic Assessment Test scores, and high school grade point average and class rank; (2) student plans, goals, and reasons for attendance; (3) level of student satisfaction with campus services and facilities, as well as with the institution's academic, administrative, and social climate; and (4) cognitive and noncognitive experiences and outcomes, including classroom experiences, faculty contact, course-taking patterns, graduation plans, loan indebtedness, and self-reported growth. Regression analysis of the data indicated that the most beneficial classroom experiences were reported by students who perceived high levels of faculty concern and interaction with faculty, who were actively engaged in the academic and social structure of the institution, and who observed a campus climate of racial harmony and political tolerance. Two tables summarize the variables used and the multivariate data. (Contains 52 references.) (CH)
2000
This study investigated how minority versus nonminority students performed on different measures of college progress, particularly as the two groups experienced the campus environment in different ways. The study also examined whether satisfaction with various aspects of the college environment affected student growth and development more in some outcome areas than others and whether differences existed between minority and nonminority responses. Satisfaction was measured in four areas (faculty-student relations, academic atmosphere, campus climate, and college experience) and compared to four types of college outcome (math and science development, intellectual and skill development, career development, and problem solving development). Full-time undergraduate students at one university completed the College Outcomes Survey, which asked about student background and status; the importance of certain college outcomes and
An extraordinary amount of research and writing has been dedicated to understanding how the curricular and co-curricular experiences of college students affect their intellectual, moral, social, and attitudinal development. Since the college student is often at the core of the work of academic leaders, it is important for faculty members and administrators to understand the characteristics of the students with whom they are dealing and the myriad ways in which collegiate experiences affect student development. This chapter explores ...