Emerging Research and Practices on First-Year Students
New Directions for Institutional Research, Number 160
Published on 29. August 2014
104 pages
978-1-118-99376-7 (ISBN)
Description
What factors contribute to students' lasting success?
Much research has explored the impact of the first year of collegeon student retention and success. With the new performance-basedfunding initiatives, institutional administrators are taking alaser-focused approach to aligning retention and success strategiesto first-year student transition points.
This volume enlightens the discussion and highlights new directionsfor assessment and research practices within the scope of the firstyear experience. Administrators, faculty, and data scientistsprovide a conceptual and analytical approach to investigating thefirst-year experience for entry-level and seasoned practitionersalike.
The emerging research throughout this volume suggests that whilemany first-year programs and services have significant benefitsacross a number of success outcomes, these benefits may not beuniversal for all students. This volume:
* Examines sophisticated empirical models
* Provides critical assessment practices and implications.
* Examines the four-year college and the two-year institution,which is just as critical.
This is the 161st volume of this Jossey-Bass quarterly reportseries. Timely and comprehensive, New Directions forInstitutional Research provides planners and administratorsin all types of academic institutions with guidelines in such areasas resource coordination, information analysis, program evaluation,and institutional management.
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Ryan D. Padgett
Emerging Research and Practices on First-Year Students
New Directions for Institutional Research, Number 160
Book
09/2014
Wiley
€47.22
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Content
EDITOR'S NOTES 1
Ryan D. Padgett
1. Conceptual Considerations for First-Year Assessment5
Jennifer R. Keup, Cindy A. Kilgo
This chapter provides a foundational understanding of first-yearassessment as well as some considerations to help support keydecisions in the assessment process of first-year experiences andprograms.
2. High-Impact Practices and the First-Year Student19
Malika Tukibayeva, Robert M. Gonyea
This chapter examines the relationships between empiricallysupported high-impact practices--service learning, learningcommunities, and research with faculty--and selected outcomesin the first year of college.
3. Good Practices for Whom? A Vital Question forUnderstanding the First Year of College 37
Kathleen M. Goodman
Demonstrating the effects of good teaching and academic challengeon leadership and psychological well-being, this chapter revealsthe importance of disaggregating data by race or other relevantcharacteristics when examining the impact of college on first-yearstudents.
4. Programs and Practices That Retain Students From the Firstto Second Year: Results From a National Study 53
Linda DeAngelo
Using data from a nationally representative longitudinal study,this chapter provides additional evidence into what types offirst-year experiences affect persistence.
5. The First-Year Experience in Community Colleges77
Trudy Bers, Donna Younger
This chapter provides a thorough examination of the characteristicsof first-year experience programs in community colleges and thechallenges in delivering these experiences in the two-yearsetting.
INDEX 9
