Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

Student Success in College, (Includes New Preface and Epilogue): Creating Conditions That Matter

History

Kuh, George D.

Kinzie, Jillian

Schuh, John H.

Whitt, Elizabeth J.

Americas

Jossey-Bass

Student Success in College: Creating Conditions That Matter

Education & Teaching

Higher & Continuing Education

From the authors of Student Success in College―the book that describes the policies, programs, and practices of twenty colleges and universities that have created success-oriented campus cultures and learning environments―comes the next-step resource to help an institution assess whether these conditions exist. The authors present the Inventory for Student Engagement and Success (ISES), a self-guided framework for conducting a comprehensive, systematic, institutionwide analysis. The process also can be applied to areas within an institution, such as a school or college within a university, an academic or student affairs division, or a department or program. The ISES includes sets of diagnostic queries that focus on the six properties and conditions common to high-performing schools as well as the five clusters of effective educational practices featured on the National Survey of Student Engagement. Suggestions are offered to illustrate how the information generated from the ISES process can be used for various purposes including accreditation self-studies, program reviews, staff development, faculty and governing board retreats, and strategic planning.

Assessing Conditions to Enhance Educational Effectiveness: The Inventory for Student Engagement and Success

Creating the conditions that foster student success in college has never been more important. As many as four-fifths of high school graduates need some form of postsecondary education to be economically self-sufficient and manage the increasingly complex social, political, and cultural issues of the 21st century. But about 40 percent of those who start college fail to earn a degree within 6 or 8 years, an unacceptably low number. This report examines the complicated array of social, economic, cultural and educational factors related to student success in college, defined as academic achievement, engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills and competencies, persistence, and attainment of educational objectives. Although the trajectory for academic success in college is established long before students matriculate, most institutions can do more than they are at present to shape how students prepared for college and they they engage in productive activities after they arrive. This is the 5th issue of the 32nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Piecing Together the Student Success Puzzle: Research, Propositions, and Recommendations: ASHE Higher Education Report (J-B ASHE Higher Education Report Series (AEHE))

Identifies properties on institutional culture and the ways cultural perspectives have been used to describe college life. Examines intellectual foundations of culture, institutional subcultures and implications for practice.

The Invisible Tapestry: Culture in American Colleges and Universities (J-B ASHE Higher Education Report Series (AEHE))

The Role & Contribution of Student Affairs in Involving Colleges

Natl Assn of Student Personnel

This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.

High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter

Assn of Amer Colleges

Building on previous AAC&amp;U reports, this publication presents research on specific educational practices correlated with higher levels of academic challenge, student engagement, and achievement. The publication features the relationship between these practices and improvements in retention and graduation rates and advice on how to ensure that all students experience multiple high-impact practices. Detailed case studies show how five campuses are providing high-impact practices more pervasively and systematically.

Ensuring Quality & Taking High-Impact Practices to Scale

O'Donnell, Ken

Assn of College & Research

This set includes one copy of Student Success in College: Creating Conditions That Matter and one copy of Assessing Conditions to Enhance Educational Effectiveness: The Inventory for Student Engagement and Success.

The Student Success in College Value Set

American higher education needs a major reframing of student learning outcomes assessment Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning. From scholars at the National Institute for Learning Outcomes Assessment (NILOA), Using Evidence of Student Learning to Improve Higher Education presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity. Today's circumstances demand a fresh and more strategic approach to the processes by which evidence about student learning is obtained and used to inform efforts to improve teaching, learning, and decision-making. Whether you're in the classroom, an administrative office, or on an assessment committee, data about what students know and are able to do are critical for guiding changes that are needed in institutional policies and practices to improve student learning and success. Use this book to: <ul>
<li>Understand how and why student learning outcomes assessment can enhance student accomplishment and increase institutional effectiveness</li> <li>Shift the view of assessment from being externally driven to internally motivated</li> <li>Learn how assessment results can help inform decision-making</li> <li>Use assessment data to manage change and improve student success</li> </ul>
Gauging student learning is necessary if institutions are to prepare students to meet the 21st century needs of employers and live an economically independent, civically responsible life. For assessment professionals and educational leaders, Using Evidence of Student Learning to Improve Higher Education offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient.

Using Evidence of Student Learning to Improve Higher Education (Jossey-bass Higher and Adult Education)

Ikenberry, Stanley O.

Jankowski, Natasha A.

Cain, Timothy Reese

Ewell, Peter T.

Hutchings, Pat

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