Published in partnership with the National Institute for the Study of Transfer Students.
A publication of University 101 Programs, University of South Carolina.
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, and veterans from the wars in Iraq and Afghanistan enrolled in colleges and universities in record numbers. The first wave of research about these new student veterans focused primarily on describing their characteristics and the transition from military service to civilian life and the college campus. This new edited 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. An invaluable resource for educators poised to enter the next phase of supporting military-connected college students.
Senior capstone experiences, one of a number of high-impact educational practices promoted by the Association of American Colleges and Universities, provide students with an opportunity to integrate and apply what they have learned throughout their undergraduate years. Participating in capstone experiences have been linked to engagement in deep learning and gains in personal and social development, practical competence, and general education. The 2016 National Survey of Senior Capstone Experiences is an institution-level study designed to gather a national profile of campus efforts to promote student success in the senior year. This research report presents findings related to institutional priorities for the senior year, the types of capstone experiences offered, and the organization and administration of select capstone experiences.
Published in partnership with NODA, the Association for Orientation, Transition, and Retention in Higher Education
Published in partnership with NACADA: The Global Community for Academic Advising
First-year seminars have been widely hailed as a high-impact educational practice, leading to improved academic performance, increased retention, and achievement of critical 21st Century learning outcomes. While the first-year seminar tends to be narrowly defined in the literature, national explorations of course structure and administration underscore the diversity of these curricular initiatives across and within individual campuses. What then are the common denominators among these highly variable courses that contribute to their educational effectiveness?
This collection of case studies--representing a wide variety of institutional and seminar types--addresses this question. Using Kuh and O’Donnell’s eight conditions of effective educational initiatives as a framework, authors 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 and describe the most commonly reported conditions across all cases. What Makes the First-Year Seminar High Impact? offers abundant models for ensuring the delivery of a high-quality educational experience to entering students.
Published in partnership with the Washington Center for Improving the Quality of Undergraduate Education