In this book, the authors bring together in one place essential information about college students in the US in the 21st century. Synthesizing existing research and theory, they present an introduction to studying student characteristics, college choice and enrollment patterns, institutional types and environments, student learning, persistence, and outcomes of college. Substantially revised and updated, this new edition addresses contemporary and anticipated student demographics and enrollment patterns, a wide variety of campus environments (such as residential, commuter, online, hybrid), and a range of outcomes including learning, development, and achievement. The book is organized around Alexander Astin’s Inputs-Environment-Outputs (I-E-O) framework. Student demographics, college preparation, and enrollment patterns are the "inputs." Transition to college and campus environments are the substance of the "environment." The "outputs" are student development, learning, and retention/persistence/completion. The authors build on this foundation by providing relevant contemporary information and analysis of students, environments, and outcomes. They also provide strategies for readers to project forward in anticipation of higher education trends in a world where understanding “college students in the United States” is an ongoing project. By consolidating foundational and new research and theory on college students, their experiences, and college outcomes in the US, the book provides knowledge to inform policies, programs, curriculum and practice. As a starting point for those who seek a foundational understanding of the diversity of students and institutions in the US, the book includes discussion points, learning activities, and further resources for exploring the topics in each chapter.
By using this book, students will be better prepared for the academic and social challenges of successfully undertaking higher education in English.
The author of the best-selling What the Best College Teachers Do is back with humane, doable, and inspiring help for students who want to get the most out of their education.
In Ambitious and Anxious, the sociologist Yingyi Ma offers a multifaceted analysis of this new wave of Chinese students based on research in both Chinese high schools and American higher-education institutions.
This volume documents the experiences of international students and recent international initiatives at US community colleges to better understand how to support and nurture students' potential.
"The authors present the results of a large-scale study of American colleges, and offer recommendations for rethinking and restructuring the delivery of liberal arts education"--
Upper Saddle River, NJ: Prentice Hall. Kolb, D. A. (1985). The Learning Style Inventory. Boston: McBer. Kolb, D. A. (1993). LSI-IIA Learning Style Inventory. Boston: McBer. Kolb, D. A. (1999). Learning Style Inventory—Version 3.
For much of the past century college tuition has risen more rapidly than the inflation rate. Unlike many analyses of higher education, Archibald and Feldman show how broad economic factors have combined to push up cost.
This book explores how belonging differs based on students’ social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus.
The Importance of Financial Literacy Among College Students: Hearing Before the Committee on Banking, Housing, and Urban Affairs, United States...
This much-needed book calls explicit attention to the state of college access and success not only for traditional college-age students, but also for the substantial and growing number of "nontraditional" students.