The Framework for Success in Postsecondary Writing

The Framework for Success in Postsecondary Writing PDF

Author: Nicholas N. Behm

Publisher: Parlor Press LLC

Published: 2017-03-03

Total Pages: 296

ISBN-13: 1602359326

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Illustrates the widespread applications of the Framework for Success in Postsecondary Writing, especially the eight habits of mind, in helping students to be successful not only in postsecondary writing courses but also in four arenas of life: academic, professional, civic, and personal.

Trauma and Postsecondary Success

Trauma and Postsecondary Success PDF

Author: Plashan McCune Ed D

Publisher: Higher Learning Press

Published: 2019-05-07

Total Pages: 126

ISBN-13: 9780972958615

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The statistics are staggering. The impact of trauma on our children, families, and communities is overwhelming. Students impacted by trauma find it especially difficult to succeed. Yet, it doesn't have to be this way. It's possible to create change that will allow every student to learn and grow, to be successful in school and life. The key factors for change include: - Relationships with students- Knowledge of "self "- School culture/climate - Instruction design - Positive behavior interventions and supports - Policies and procedures In Trauma and Postsecondary Success, Dr. Plashan McCune shares the major factors that will ignite change for trauma-impacted students. She explains stakeholders' roles in changing the trauma-drama, and she provides educators, parents, and communities with tools and insights to uncover new ways of looking at students and their behaviors, providing fertile soil for positive sustainable change.

Technology for Transition and Postsecondary Success

Technology for Transition and Postsecondary Success PDF

Author: Gillian R. Hayes

Publisher: National Professional Resources Inc

Published: 2014-11-01

Total Pages: 6

ISBN-13: 1935609939

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This six-page (tri-fold) laminated reference guide by Gillian Hayes and Stephen Hosaflook focuses on readily available tools for augmenting and supporting the development of executive function skills, such as time and task management, organization, and self-regulation. These skills are crucial for accomplishing a variety of transition-related goals, including carrying out the daily routines that enable people to function autonomously, enroll in and be successful in postsecondary school, and obtain and excel at a job. Technology for Transition and Postsecondary Success identifies and describes how to use a spectrum of helpful technological tools in creative ways to support the transition to postsecondary education or employment. The guide also provides tips for using technology appropriately--including mobile device and email etiquette-- and staying safe online.

College Access

College Access PDF

Author: Michael S. McPherson

Publisher:

Published: 2006-10-03

Total Pages: 200

ISBN-13:

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Michael S. McPherson is president of The Spencer Foundation in Chicago, a foundation that researches how education can be improved. He is a former president of Macalester College in Minnesota. A nationally known economist who focuses on the interplay between education and economics, McPherson is the coauthor of "Economic Analyses and Moral Philosophy." Morton Owen Schapiro has been president of Williams College in Williamstown, Massachusetts, since 2000. An authority on the economics of higher education, he has written more than 50 articles and has coauthored five books with Michael McPherson, including "The Student Aid Game "and "Keeping College Affordable." America is often seen as a land of golden opportunity, but for many young people the statistics on college enrollment paint a different picture: Students from low-income families are less likely to graduate from high school and go on to college, and low-income students who do attend a post-secondary institution are most likely to enroll in public community college rather than an elite school. "College Access": "Opportunity or Privilege?" addresses the problem of unequal educational opportunity in the U.S. through essays and studies detailing the disadvantages of our country's low-income students. Back by quantitative data and expert analyses, "College Access" highlights the underlying problems while presenting opportunities for positive change. The authors, analysts of higher education and economic policy, discuss various models colleges can use to educate low-income students and argue that it is imperative to give these students full access to high cost colleges as well as low cost ones in order for the country to remain globally competitive. "Michael McPherson and Morton Owen Schapiro have been joined by sixteen other scholars to produce an important and useful book that presents an integrated, data-rich view of the realities and issues regarding access to higher education in America. It considers three sweeping themes: the future of affirmative action in admissions, the financial and educational issues regarding college attendance by low-income students, and policy recommendations to improve college attendance by low-income level students. It is of great importance to policymakers and educational leaders."--Charles M. Vest, Professor and President Emeritus, Massachusetts Institute of Technology "Michael McPherson and Morton Owen Schapiro have been joined by sixteen other scholars to produce an important and useful book that presents an integrated, data-rich view of the realities and issues regarding access to higher education in America. It considers three sweeping themes: the future of affirmative action in admissions, the financial and educational issues regarding college attendance by low-income students, and policy recommendations to improve college attendance by low-income level students. It is of great importance to policymakers and educational leaders."--Charles M. Vest, Professor and President Emeritus, Massachusetts Institute of Technology "This book shines important new light on the issue of economic inequality in postsecondary education in the United States. But of equal importance, it shows practical ways for effectively tackling this devastating national problem. I hope it will serve as a spur for us to build the coalition that is needed to bring real change."--Bob Wise, President, Alliance for Excellent Education, and former Governor of West Virginia "Building on the contributions of the book "Excellence and Equity in American Higher Education," "College "takes an important next step toward achieving access to college for low-income students. It gives us a comprehensive and nuanced look at the institutional, political, and societal factors creating inequality in our higher education system. This is a great book and a valuable guide, not only for all those working to expand educational opportunity in this country, but for anyone interested in social science."--Lester Monts, Senior Vice Provost for Academic Affairs, University of Michigan "Michael McPherson and Morton Schapiro are uniquely positioned to shed light on the distressing and persistent inequalities in educational opportunity in the United States. They and the impressive group of co-authors provide invaluable background and insights into the barriers facing low- and moderate-income students. This book will strengthen the efforts of policymakers, higher education professionals, researchers, and student advocates whose partnership is required to develop constructive solutions to these pressing social problems."--Sandy Baum, Professor of Economics, Skidmore College

Decision Making for Student Success

Decision Making for Student Success PDF

Author: Benjamin L. Castleman

Publisher: Routledge

Published: 2015-03-12

Total Pages: 192

ISBN-13: 1317664930

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Each year, many students with affordable college options and the academic skills needed to succeed do not enroll at all, enroll at institutions where they are not well-positioned for success, or drop out of college before earning a credential. Efforts to address these challenges have included changes in financial aid policy, increased availability of information, and enhanced academic support. This volume argues that the efficacy of these strategies can be improved by taking account of contemporary research on how students make choices. In Decision Making for Student Success, scholars from the fields of behavioral economics, education, and public policy explore contemporary research on decision-making and highlight behavioral insights that can improve postsecondary access and success. This exciting volume will provide scholars, researchers, and higher education administrators with valuable perspectives and low-cost strategies that they can employ to improve outcomes for underserved populations.

Making College Work

Making College Work PDF

Author: Harry J. Holzer

Publisher: Brookings Institution Press

Published: 2017-08-15

Total Pages: 224

ISBN-13: 0815730225

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Practical solutions for improving higher education opportunities for disadvantaged students Too many disadvantaged college students in America do not complete their coursework or receive any college credential, while others earn degrees or certificates with little labor market value. Large numbers of these students also struggle to pay for college, and some incur debts that they have difficulty repaying. The authors provide a new review of the causes of these problems and offer promising policy solutions. The circumstances affecting disadvantaged students stem both from issues on the individual side, such as weak academic preparation and financial pressures, and from institutional failures. Low-income students disproportionately attend schools that are underfunded and have weak performance incentives, contributing to unsatisfactory outcomes for many students. Some solutions, including better financial aid or academic supports, target individual students. Other solutions, such as stronger linkages between coursework and the labor market and more structured paths through the curriculum, are aimed at institutional reforms. All students, and particularly those from disadvantaged backgrounds, also need better and varied pathways both to college and directly to the job market, beginning in high school. We can improve college outcomes, but must also acknowledge that we must make hard choices and face difficult tradeoffs in the process. While no single policy is guaranteed to greatly improve college and career outcomes, implementing a number of evidence-based policies and programs together has the potential to improve these outcomes substantially.

The Transfer Experience

The Transfer Experience PDF

Author: John N. Gardner

Publisher: Taylor & Francis

Published: 2023-07-03

Total Pages: 348

ISBN-13: 1000978516

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Co-published with At last there is a handbook that everyone in higher education can use to help increase transfer student success. This comprehensive resource has been brought together to meet the need for a truly holistic approach to the transfer experience. The book brings together research, theory, practical applications, programmatic illustrations, case studies, encouragement, and inspiration, and is supplemented by an online compendium for continual updates of resources, case studies, and new developments in the world of transfer.Based on a totally different way of thinking about, understanding, and acting to increase transfer student success, The Transfer Experience goes far beyond the traditional, limited view of transfer as a technical process simply about articulating credits, a stage of student development, or a novel enrollment management strategy. Rather, the book introduces a stimulating array of new perspectives, resources, options, models, and recommendations for addressing the many needs of this huge cohort – making the academic, civic, and social justice cases for improving transfer at both transfer-sending and transfer-receiving institutions.

Career and College Readiness and Success for All Students

Career and College Readiness and Success for All Students PDF

Author: Becky Smerdon

Publisher: Research on High School and Beyond

Published: 2018

Total Pages: 0

ISBN-13: 9781641131537

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Most Americans no longer question whether and which students should be prepared for college. Rather, it is now widely accepted that ALL students should be prepared for postsecondary education in some form (e.g., certificate, 2- or 4-year degree), as these credentials are not only required for many jobs but are also the surest path to upward mobility (Carnevale, Rose, Cheah, 2011). There is also greater recognition that in addition to a more traditional approach to preparation for postsecondary education (e.g., taking college preparatory classes), students should also graduate high school with technical knowledge and employability skills to secure, retain, and advance their employment when they leave school, at whatever level that may be. Simply put, today's high school graduates need a broad-based education that combines an array of knowledge, skills, and experiences to prepare them for life after high school. And indeed, state's definitions of college and career readiness have broadened in recent years to include a variety of skills and dispositions, such as critical thinking skills, social emotional skills such as collaboration, and interpersonal skills such as resilience and perseverance (English, Rasmussen, Cushing, & Therriault, 2016). The Every Student Succeeds Act (ESSA) of 2015, the key federal K-12 legislation, explicitly supports the notion of a "well-rounded" student, emphasizing readiness in areas beyond its predecessor's (the No Child Left Behind Act, or NCLB) focus on core academic content. ESSA mandates that states ensure that students are provided an enriched, accelerated curriculum beyond courses and content areas in which state assessments are given (e.g., mathematics, reading) and that is aligned with the postsecondary experiences students are likely to encounter. ESSA also supports an expansion of readiness goals through provisions for the improvement of conditions for student learning that support social-emotional learning, intrapersonal skills, and other employability skills. And ESSA includes provisions in states' accountability systems that support emphasis on broader definitions of readiness. Additionally, ESSA's accountability framework includes important principles for supporting a broader definition of what students need to know and be able to do once they graduate high school. Accountability systems under ESSA may include multiple measures of college and career readiness. Indeed, several states had already added a career-focused indicator prior to ESSA passing (such as pathway completion or technical assessment achievement) to their accountability systems, and the number of states publicly reporting such indicators continues to increase (Achieve & AdvanceCTE, 2016). As definitions and measures of college and career readiness continue to evolve, we know one thing for sure: we need to better prepare ALL students for success after high school. This book explores the ways in which some education researchers are approaching this task.

Redesigning America’s Community Colleges

Redesigning America’s Community Colleges PDF

Author: Thomas R. Bailey

Publisher: Harvard University Press

Published: 2015-04-09

Total Pages: 301

ISBN-13: 0674368282

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In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals.