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Concerns with how students are taught, and whether and how they
learn, has become particularly salient in higher education. This is
evident in growing awareness of increases in time-to-degree and
declines in attainment rates for many students, including those who
are underrepresented, in our nation's community and public and
private colleges and universities. It is also demonstrated
vis-a-vis recent findings that more than a third of college
students evinced no noticeable improvement in critical thinking,
writing, and complex reasoning skills after four years as an
undergraduate. These findings suggest that while a focus on access
to and participation in the nation's colleges and universities
remain a prominent goal, it is no longer sufficient given
persistent disparities in post secondary student learning. There
are a few models however, from which we can distill a set of
strategies for promoting not only high achievement, but also
retention and completion rates. This book examines three such
models in higher education - the Meyerhoff Scholars Program at the
University of Maryland, Baltimore County; the Opportunity Programs
at Skidmore College in Saratoga Springs, New York; and the
Premedical Program at Xavier University in New Orleans - with a
proven record of student achievement and completion.
Concerns with how students are taught, and whether and how they
learn, has become particularly salient in higher education. This is
evident in growing awareness of increases in time-to-degree and
declines in attainment rates for many students, including those who
are underrepresented, in our nation's community and public and
private colleges and universities. It is also demonstrated
vis-a-vis recent findings that more than a third of college
students evinced no noticeable improvement in critical thinking,
writing, and complex reasoning skills after four years as an
undergraduate. These findings suggest that while a focus on access
to and participation in the nation's colleges and universities
remain a prominent goal, it is no longer sufficient given
persistent disparities in post secondary student learning. There
are a few models however, from which we can distill a set of
strategies for promoting not only high achievement, but also
retention and completion rates. This book examines three such
models in higher education - the Meyerhoff Scholars Program at the
University of Maryland, Baltimore County; the Opportunity Programs
at Skidmore College in Saratoga Springs, New York; and the
Premedical Program at Xavier University in New Orleans - with a
proven record of student achievement and completion.
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