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SUMMARY: In light of shrinking budgets and growing enrollments, public universities are faced with the challenge of improving student learning while maintaining a significant number of large, lecture-based courses. This brief examines the supposed correlation between small classes and positive student performance, focusing on the external variables responsible for student success and strategies for improving learning outcomes while sustaining or increasing average class sizes.
SUMMARY: Assessing the scope and effectiveness of career services offices at specialized universities can be a significant challenge for career services personnel. Differences in size of institutions as well as the wide array of variables contributing to student career success can make it difficult to appropriately benchmark a career center against other offices. This brief examines the career services offices at six institutions with a primarily technical or engineering focus, highlighting tools for data collection and strategies for evalua7ting career services effectiveness.
SUMMARY: Institutions that house enrollment management services within the office of student affairs utilize a number of strategies for involving academic affairs administrators in enrollment decisions. This report outlines the varying contributions that student affairs and academic affairs divisions make to enrollment decisions at these institutions, the forums in which they collaborate, and specific initiatives in which partnerships have proved particularly successful.
The Retention of First-Year Students (September 2004)
Evaluation of Freshmen Summer Program Outcomes - October 2006
Downloadable from website: www.airweb.org/EducationAndEvents/Publications/Pages/default.aspx
How Institutional Research Can Create and Synthesize Retention and Attrition Information (A. M. Williford & J. Y. Wadley; 24pp; No. 108)
Does it Matter Who’s in the Classroom? Effect of Instructor Type on Student Retention, Achievement and Satisfaction (S. Ronco & J. Cahill; 16 pp; No. 100)
Factors Related to Persistence of Freshmen, Freshman Transfers, and Nonfreshman Transfer Students (Y. Perkhounkova, J. Noble & G. McLaughlin; 12 pp; No. 99)
Caveat Emptor: Is There a Relationship between Part-Time Faculty Utilization and Student Learning Outcomes and Retention? (T. Schibik & C. Harrington; 10 pp; No. 91)
Toward a Comprehensive Model of Influences upon Time to Bachelor’s Degree Attainment (W. Knight; 18 pp; No. 85)
Assessing the Impact of Curriculuar and Instructional Reform – A Model for Examining Gateway Courses (S. Andrade,16 pp; No. 79)Using Predictive Modeling to Target Student Recruitment: Theory and Practice (E. Thomas, G. Reznik & W. Dawes; 12 pp; No. 78)
Predicting Freshman Success Based on High School Record and Other Measures (D. Eno, G. W. McLaughlin, P. Sheldon & P. Brozovsky; 12 pp; No. 72)
Berger, J.B., and Braxton, J.M. (1998) Revising Tinto’s interactionalist theory of student departure through theory elaboration: Examining the role of organizational attributes in the persistence process. Research in Higher Education. 39 (2), 103-119. (Downloadable on the Association for Institutional Research/SpringerLink website)
Borden, V.H., and Zak Owens, J.L. Measuring Quality: Choosing among surveys and other assessments of college quality. American Council on Education Center for Policy Analysis – Association for Institutional Research. http://apps.airweb.org/surveys/measurequality.pdf
Carini, R.M., Kuh. G.D., and Klein, S.P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47 (1), 1-32. (Downloadable on the Association for Institutional Research/SpringerLink website)
Pike, G.R. (2000). The influence of fraternity or sorority membership on students’ college experiences and cognitive development . Research in Higher Education. 41 (1), 117-139. (Downloadable on the Association for Institutional Research/SpringerLink website)
Reason, R. D., Terenzini, P. T., and Domingo, R. J. (2006). First things first: Developing academic competence in the first year of college. Research in Higher Education, 47(2), 149-175.
Reason, R. D., Terenzini, P. T., and Domingo, R. J. (2005, November). Developing social and personal competence in the first year of college. Paper presented at the annual meeting of the Association for the Study of Higher Education, Philadelphia, PA.
Schreiner, L.A., Louis, M.C., and Nelson, D.D., eds. (2012). Thriving in transitions: A research-based approach to college student success. May be purchased from the National Resource Center.
Terenzini, P.T., Springer, L., Yaeger, P.M., Pascarella, and E.T., Nora, A. (1996). First-generation college students: Characteristics, experiences, and cognitive development. Research in Higher Education. 37(1), 1-22. (Downloadable on the Association for Institutional Research/SpringLink website)
Terenzini, P. T., and Reason, R. D. (2005, November). Parsing the first year of college: A conceptual framework for studying college impacts. Paper presented at the annual meeting of the Association for the Study of Higher Education, Philadelphia, PA.
Umbach, P.D., and WawrZynski, M.R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education. 46 (2), 153-184. Downloadable on the Association for Institutional Research/SpringerLink website)
Zhao, C. and Kuh, G.D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education. 45 (2), 115-138. (Downloadable on the Association for Institutional Research/SpringerLink website)
Zajacova, S.M. and Espenshade, T.J. ((2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46 (6), 677-706. (Downloadable on the Association for Institutional Research /SpringerLink website)