Concerns with how students are taught, and whether and how they learn, has become particularly salient in higher education. This is evident in growing awareness of increases in time-to-degree and declines in attainment rates for many students, including those who are underrepresented, in our nationas community and public and private colleges and universities. It is also demonstrated vis-An-vis recent findings that more than a third of college students evinced no noticeable improvement in critical thinking, writing, and complex reasoning skills after four years as an undergraduate. These findings suggest that while a focus on access to and participation in the nationas colleges and universities remain a prominent goal, it is no longer sufficient given persistent disparities in post secondary student learning. There are a few models however, from which we can distill a set of strategies for promoting not only high achievement, but also retention and completion rates. This book examines three such models in higher education a the Meyerhoff Scholars Program at the University of Maryland, Baltimore County; the Opportunity Programs at Skidmore College in Saratoga Springs, New York; and the Premedical Program at Xavier University in New Orleans a with a proven record of student achievement and completion.First, students with higher MATH SAT scores, higher high school GPA, and who enter college with higher levels of research excitement (assessed on a five-point likert scale) were more likely to enter STEM PhD programs. ... School GPA 3.8** ( 0.4) 3.7 (0.3) Research Excitement 4.3**(1.0) 3.6 (1.2) Helpfulness of Components Financial Support 4.7* (0.9) 4 6 (0.8) Summer Research Component 4.3**(1.4) 3anbsp;...
|Title||:||Teaching and Learning in Higher Education|
|Author||:||Beatrice L. Bridglall|
|Publisher||:||Lexington Books - 2013-08-28|