Fostering Student Success in Hard Times

Autor/inn/en	Kuh, George D.; Kinzie, Jillian; Schuh, John H.; Whitt, Elizabeth J.
Titel	Fostering Student Success in Hard Times
Quelle	In: Change: The Magazine of Higher Learning, 43 (2011) 4, S.13-19 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2011.585311
Schlagwörter	Higher Education; Human Capital; Academic Achievement; Colleges; Reputation; High Achievement; Scores; Graduation Rate; Sustainability; School Culture; Data; Decision Making; College Administration; Cooperation; Learner Engagement; Faculty Recruitment; Staff Utilization; Information Utilization; California; Indiana; Kansas; Maine; Massachusetts; Michigan; Minnesota; North Carolina; Ohio; Pennsylvania; South Carolina; Tennessee; Texas; Virginia; Washington; Wisconsin; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Humankapital; Schulleistung; College; Hochschule; Fachhochschule; Nachhaltigkeit; Schulkultur; Schulleben; Daten; Decision-making; Entscheidungsfindung; College administrators; Hochschulverwaltung; Co-operation; Kooperation; Deployment of labor; Deployment of labour; Personaleinsatz; Informationsnutzung; Kalifornien; Master-Studiengang
Abstract	A few years ago, in "Student Success in College (SSiC)," the authors profiled twenty colleges and universities that were unusually effective in fostering student engagement and success, defined as better-than-predicted scores on the National Survey of Student Engagement (NSSE) and better-than-predicted graduation rates. These schools are exemplars of what is right with higher education, and much can be learned from them. The authors contacted these schools recently to determine whether they have been able to maintain their strong performance. By and large, they have. Through 2009, their graduation rates were comparable to those in 2002, which was when the authors identified this group of institutions as worthy of in-depth study. In fact, ten schools increased their graduation rates by at least four percent, and two (George Mason University and The Evergreen State College) increased theirs by at least ten percent. NSSE scores also were comparable to those in 2002. This article illustrates some of what these institutions did to stay true to their commitments to foster student success. Using examples from a half dozen of the schools with different missions and structural features, the authors discuss some of the obstacles they overcame and the opportunities they created or took advantage of that allowed them to do this. The authors found that four key conditions for sustaining good work in hard times characterize all these institutions: (1) An ethic of positive restlessness permeates the campus; (2) Data about students and their success inform deliberations and decisions about the curriculum and other institutional priorities; (3) Academic and student affairs staff collaborate to foster student success; and (4) Campus leaders work assiduously to increase the numbers of faculty and staff who understand the importance of and become committed to student success. (Contains 11 resources.) (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10