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Scholarship
March 29, 2017
Student Success in College: Creating Conditions That Matter
- Author
- Kuh, George D., Jillian Kinzie, John H. Schuh, Elizabeth J. Whitt, and associates
- Publisher
- Jossey-Bass Publisheing
- ISBN
- 787979147
- Table of Contents
-
Pt. 1 Introduction
ch. 1 Student engagement : a key to student success
Pt. 2 Properties and conditions common to educationally effective colleges
ch. 2 "Living" mission and "lived" educational philosophy
ch. 3 An unshakeable focus on student learning
ch. 4 Environments adapted for educational enrichment
ch. 5 Clear pathways to student success
ch. 6 An improvement-oriented ethos
ch. 7 Shared responsibility for educational quality and student success
Pt. 3 Effective practices used at DEEP colleges and universities
ch. 8 Academic challenge
ch. 9 Active and collaborative learning
ch. 10 Student-faculty interaction
ch. 11 Enriching educational experiences
ch. 12 Supportive campus environment
Pt. 4 summary and recommendations
ch. 13 Principles for promoting student success
ch. 14 Recommendations
App. A Research methods
App. B Project DEEP research team
App. C National survey of student engagement
This book describes policies, programs, and practices that a diverse set of schools have used to promote student success, and shows how other schools can use them to improve student success in their context. Based on the Project DEEP (Documenting Effective Educational Practices) study, this book will provide concrete examples of what different types of institutions can do to help different types of students succeed in college at higher rates. The broad spectrum of schools make the book applicable across institutional type, showing readers how to encourage a variety of desired outcomes including student satisfaction, persistence, learning and personal development. Coordinated by the NSSE Institute for Effective Educational Practice a the Indiana University Center for Postsecondary Research, the project was co-sponsored by the Carnegie Foundation for the Advancement of Teaching, the Pew Forum on Undergraduate Learning, and supported by grants from the Lumina Foundation and the Center for Inquiry in the Liberal Arts at Wabash College. (From the Publisher)