Colleges and universities are seeing increasing numbers of students with a range of disabilities enrolling in postsecondary education. Many of these disabilities are invisible and, despite their potential for negative impact on students’ academic and social adjustment, some students will choose not to identify as having a disability or request support.
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 recognized disability—have the opportunity to succeed. Strategies for supporting students with specific learning disabilities, attention-deficit/hyperactivity disorder, autism spectrum disorder or who display learning and behavioral characteristics associated with these profiles are described. A valuable resource for instructors, advisors, academic support personnel, and others who work directly with college students.
publication of University 101 Programs, University of South Carolina.
Designed by the University 101 staff and campus partners at the University of South Carolina, the 10th edition of this resource manual provides instructional faculty with a how-to guide for designing, managing, teaching, and evaluating student work in the first-year seminar. The manual includes a detailed discussion of course management that offers suggestions for working with first-year students, designing a syllabus, establishing grading policies, building community in the classroom, and working with a peer leader. Other chapters are keyed to the 10 learning outcomes for this course, drawing on a review of the research and practice literature and approaches that have worked well in the past. Resources for students, suggested assignments, and classroom activities are included throughout. The manual is updated each year based on assessment data, indicating the approaches that were most successful in achieving course outcomes, and can be adapted for use in a variety of campus contexts.
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