ASHE Reader on College Student Development Theory PDF Download
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Author: Maureen E. Wilson
Publisher: Pearson Learning Solutions
ISBN: 9780536859709
Category : College student development programs
Languages : en
Pages : 0
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Book Description
This Reader is intended to serve as a resource of primary source literature on college student development theory and as a text for courses on student development theory. Graduate students and other users are introduced to key student development theories by reading original works of the theorists, developing an awareness of the context in which development occurs, and examining applications of theory to practice. The Reader will also be useful in on-going professional development efforts for student affairs practitioners who lack formal study of student development theory or who wish to become familiar with more recent work on the topic. Those who work with college students and want to create programs and services to promote their learning, growth, and development will find a wealth of resources here to aid in those efforts.
Author: George D. Kuh
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 426
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Book Description
Author: Maureen E. Wilson
Publisher: Pearson Learning Solutions
ISBN: 9780536859709
Category : College student development programs
Languages : en
Pages : 0
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Book Description
This Reader is intended to serve as a resource of primary source literature on college student development theory and as a text for courses on student development theory. Graduate students and other users are introduced to key student development theories by reading original works of the theorists, developing an awareness of the context in which development occurs, and examining applications of theory to practice. The Reader will also be useful in on-going professional development efforts for student affairs practitioners who lack formal study of student development theory or who wish to become familiar with more recent work on the topic. Those who work with college students and want to create programs and services to promote their learning, growth, and development will find a wealth of resources here to aid in those efforts.
Author: John M. Braxton
Publisher: John Wiley & Sons
ISBN: 111821661X
Category : Education
Languages : en
Pages : 116
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Book Description
Student departure is a long-standing problem to colleges and universities. Approximately 45 percent of students enrolled in two-year colleges depart during their first year, and approximately one out of four students departs from a four-year college or university. The authors advance a serious revision of Tinto's popular interactionalist theory to account for student departure, and they postulate a theory of student departure in commuter colleges and universities. This volume delves into the literature to describe exemplary campus-based programs designed to reduce student departure. It emphasizes the importance of addressing student departure through a multidisciplinary approach, engaging the whole campus. It proposes new models for nonresidential students and students from diverse backgrounds, and suggests directions for further research. Academic and student affairs administrators seeking research-based approaches to understanding and reducing student departure will profit from reading this volume. Scholars of the college student experience will also find it valuable in defining new thrusts in research on the student departure process.
Author: Association for the Study of Higher Education
Publisher:
ISBN: 9780558929732
Category : College student development programs
Languages : en
Pages : 0
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Book Description
Author: Harold S. Wechsler
Publisher: Pearson
ISBN:
Category : Education
Languages : en
Pages : 836
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Book Description
Author: Sonja Ardoin
Publisher: Lexington Books
ISBN: 1498536875
Category : Education
Languages : en
Pages : 157
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Book Description
College Aspirations and Access in Working Class Rural Communities: The Mixed Signals, Challenges, and New Language First-Generation Students Encounter explores how a working class, rural environment influences rural students’ opportunities to pursue higher education and engage in the college choice process. Based on a case study with accounts from rural high school students and counselors, this book examines how these communities perceive higher education and what challenges arise for both rural students and counselors. The book addresses how college knowledge and university jargon illustrate the gap between rural cultural capital and higher education cultural capital. Insights about approaches to reduce barriers created by college knowledge and university jargon are shared and strategies for offering rural students pathways to learn academic language and navigate higher education are presented for both secondary and higher education institutions.
Author: Barbara T. Townsend
Publisher: Pearson
ISBN: 9780536101372
Category : Community Colleges
Languages : en
Pages : 0
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Book Description
The goal in developing this ASHE Reader was to provide a contextualized picture of community colleges, having their own history, their own place within the contemporary higher education system, and their own future trajectory. These selections of readings do not place community colleges on a pedestal, nor do they attempt to condemn. They offer a rich array of perspectives, theoretical frameworks and research-based evidence drawn from quantitative and qualitative investigations to give readers a fuller understanding of these distinctive and increasingly pivotal institutions of higher education. This Reader is different from any other ASHE Reader because it focuses on a specific institutional type--the community college. One of the reasons this book is so necessary is because other readers that focus on higher education generally include few selections on community colleges, despite their enormous contribution to the higher education enterprise in the U.S. and their growing importance internationally. Thus, this Reader on community colleges is an important means to convey information about this institution to higher education scholars as well as practitioners. This book is designed for two major audiences: (1) faculty and graduate students in courses that focus on the community college, and (2) individual scholars and practitioners who are interested in an overview of the community college. Master's and doctoral programs for general higher education administrators, community college faculty and administrators, and student affairs administrators can use the Reader to supplement various higher education courses. For the second group of individual scholars and practitioners, scholars new to the study of community colleges can learn about major issues dominating the study of community colleges and the diverse perspectives from which the institutions are viewed. Practitioners such as members of the American Association of Community Colleges (AACC), the Association of Community College Trustees (ACCT), and community college faculty and administrators can use the book to become acquainted with current research on the institutions in which they work. They can benefit from reading and understanding the wide range of perspectives associated with community colleges, from highly critical to neutral to complimentary. They can understand and appreciate more fully that not all research finds fault with the community college nor is the research consistently laudatory.
Author: Association for the Study of Higher Education
Publisher: Pearson Learning Solutions
ISBN: 9780536090232
Category : Education
Languages : en
Pages : 0
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Book Description
Author: Amanda R. Tachine
Publisher: Teachers College Press
ISBN: 0807779962
Category : Education
Languages : en
Pages : 225
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Book Description
What is at stake when our young people attempt to belong to a college environment that reflects a world that does not want them for who they are? In this compelling book, Navajo scholar Amanda Tachine takes a personal look at 10 Navajo teenagers, following their experiences during their last year in high school and into their first year in college. It is common to think of this life transition as a time for creating new connections to a campus community, but what if there are systemic mechanisms lurking in that community that hurt Native students’ chances of earning a degree? Tachine describes these mechanisms as systemic monsters and shows how campus environments can be sites of harm for Indigenous students due to factors that she terms monsters’ sense of belonging, namely assimilating, diminishing, harming the worldviews of those not rooted in White supremacy, heteropatriarchy, capitalism, racism, and Indigenous erasure. This book addresses the nature of those monsters and details the Indigenous weapons that students use to defeat them. Rooted in love, life, sacredness, and sovereignty, these weapons reawaken students’ presence and power. Book Features: Introduces an Indigenous methodological approach called story rug that demonstrates how research can be expanded to encompass all our senses. Weaves together Navajo youths’ stories of struggle and hope in educational settings, making visible systemic monsters and Indigenous weaponry.Draws from Navajo knowledge systems as an analytic tool to connect history to present and future realities.Speaks to the contemporary situation of Native peoples, illuminating the challenges that Native students face in making the transition to college.Examines historical and contemporary realities of Navajo systemic monsters, such as the financial hardship monster, deficit (not enough) monster, failure monster, and (in)visibility monster.Offers insights for higher education institutions that are seeking ways to create belonging for diverse students.
Author: Peter M. Magolda
Publisher: Taylor & Francis
ISBN: 1000977153
Category : Education
Languages : en
Pages : 438
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Book Description
What is your level of understanding of the many moral, ideological, and political issues that student affairs educators regularly encounter? What is your personal responsibility to addressing these issues? What are the rationales behind your decisions? What are the theoretical perspectives you might choose and why? How do your responses compare with those of colleagues?Contested Issues in Student Affairs augments traditional introductory handbooks that focus on functional areas (e.g., residence life, career services) and organizational issues. It fills a void by addressing the social, educational and moral concepts and concerns of student affairs work that transcend content areas and administrative units, such as the tensions between theory and practice, academic affairs and student affairs, risk taking and failure; and such as issues of race, ethnicity, sexual orientation, and spirituality. It places learning and social justice at the epicenter of student affairs practice.The book addresses these issues by asking 24 critical and contentious questions that go to the heart of contemporary educational practice. Intended equally for future student affairs educators in graduate preparation programs, and as reading for professional development workshops, it is designed to stimulate reflection and prompt readers to clarify their own thinking and practice as they confront the complexities of higher education.Student affairs faculty, administrators, and graduate students here situate these 24 questions historically in the professional literature, present background information and context, define key terms, summarize the diverse ideological and theoretical responses to the questions, make explicit their own perspectives and responses, discuss their political implications, and set them in the context of the changing nature of student affairs work. Each chapter is followed by a response that offers additional perspectives and complications, reminding readers of the ambiguity and complexity of many situations.Each chapter concludes with a brief annotated bibliography of seminal works that offer additional information on the topic, as well as with a URL to a moderated blog site that encourages further conversation on each topic and allows readers to teach and learn from each other, and interact with colleagues beyond their immediate campus. The website invites readers to post blogs, respond to each other, and upload relevant resources. The book aims to serve as a conversation starter to engage professionals in on-going dialogue about these complex and enduring challenges.Short ContentsThe 24 questions are organized into four units.I. The Philosophical Foundations of Student Affairs in Higher Education explores the implications and complications of student affair educators placing learning at the epicenter of their professional work. II. The Challenges of Promoting Learning and Development explores the challenges associated with learning-centered practice. III. Achieving Inclusive and Equitable Learning Environments addresses crafting learning environments that include students whose needs are often labeled “special,” or students and/or student subcultures that are often marginalized and encouraged to adapt to normalizing expectations. IV. Organizing Student Affairs Practice for Learning and Social Justice addresses the organizational and professional implications of placing learning and social justice at the epicenter of student affairs practice.
