Measuring Non-Cognitive Variables: Improving Admissions and Post Enrolment Services in Higher Education brings together theory, research and practice related to Non-cognitive variables in a practical way by using assessment methods provided at no cost. Non-cognitive variables have been shown to correlate with the academic success of students of all races, cultures and backgrounds. Non-cognitive variables include personal and social dimensions, adjustment, motivation, and student perceptions, rather them the traditional verbal and quantitative areas (often called cognitive) typically measured by standardized tests. Key Features include: models that raise concepts related to innovation, diversity and racism in proactive ways; examples of admission and post-enrolment applications that show how schools and programs can use non-cognitive variables in a variety of ways; additional examples from foundations, associations, and K-12 programs; and an over view of the limitations of traditional assessment methods such as admission tests, grades, and courses taken.

Measuring Non-Cognitive Variables: Improving Admissions and Post Enrolment Services in Higher Education brings together theory, research and practice related to Non-cognitive variables in a practical way by using assessment methods provided at no cost. Non-cognitive variables have been shown to correlate with the academic success of students of all races, cultures and backgrounds. Non-cognitive variables include personal and social dimensions, adjustment, motivation, and student perceptions, rather them the traditional verbal and quantitative areas (often called cognitive) typically measured by standardized tests. Key Features include: models that raise concepts related to innovation, diversity and racism in proactive ways; examples of admission and post-enrolment applications that show how schools and programs can use non-cognitive variables in a variety of ways; additional examples from foundations, associations, and K-12 programs; and an over view of the limitations of traditional assessment methods such as admission tests, grades, and courses taken.

Structured Groups for Non-Traditional College Students is the first book to use a group approach on improving student performance. This book is based on repeated, empirical studies of different programs and services. It proposes using a group approach, the Excellent Commitment and Effective Learning (ExCEL) group, with non-cognitive strategies to enhance student development. Specifically, the group aims to assist students in adjustment to the college environment and enhancement of their academic performance and to increase student retention. This book is designed to inform higher education professionals. In particular, those who work with first-year university students during orientation, academic advising, first-year programs/classes, and housing will find the group-based design innovative. The book covers: the challenges facing university freshman, case studies from universities, guidelines for developing the group, evaluation for group outcomes, and implications for future development of support programs in higher education, among many other topics.