Increasing pressures on colleges and universities to ensure degree completion and job placement as measures of success make it imperative that the path to graduation is clear and that seniors receive the support needed to earn a degree and make a successful transition to life beyond college. This new edited collection describes today’s college seniors and offers strategies for supporting them to graduation through high-impact educational initiatives. Contributors also address issues related to career development; workplace transitions; and opportunities for integration, reflection, closure, and ongoing engagement as students leave college. Educators charged with improving the end-of-college experience will find this an invaluable resource.
The volume opens by defining common seminar configurations, goals, and course topics, drawing on national studies and institutional research reports. It also offers guidance in selecting a seminar model. The authors also address strategies for launching and administering the seminar and successfully managing change within the course. Broadly conceived, this first volume in the five-volume series lays the ground work for more in-depth coverage to follow.
Other volumes in the series:
Volume II: Instructor Training and Development
Volume III: Teaching in the First-Year Seminar
Volume IV: Using Peers in the Classroom
Volume V: Assessing the First-Year Seminar
These are also available as a Five Volume Set
Designed for students and educational professionals researching students' movement into and through higher education, Crafting and Conducting Research on Student Transitions is a concise resource, describing both qualitative and quantitative methods. The authors walk readers through the process of selecting a topic, designing a study, and disseminating the research results on explorations of the college student experience from the first college year to beyond graduation. Ideal for use in graduate programs or professional writing groups and by educators who wish to contribute to this growing subspecialty of the higher education literature.
The inaugural report in the National Resource Center's new research series on college transitions examines institutional initiatives designed to support students in the second college year. The authors report on findings from the second administration of the National Survey of Sophomore-Year Initiatives, describing the kinds of programs offered for second-year students, where those programs are housed, who directs them, and how they are assessed. Additional analysis provides insight into the initiatives offered at different institutional types and the structure of longstanding and successful sophomore initiatives.