Fostering a GREAT Place for Student Success: Critical Component #4, Admit New Students and Position Them for Success within the Institution

2021 ◽  
Vol 33 (5) ◽  
pp. 3-15
Author(s):  
Stephen P. Hundley
Keyword(s):  
Student Success ◽  
Critical Component ◽  
New Students

scholarly journals The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research

2020 ◽  
Author(s):  
Vance Kite ◽  
Soonhye Park ◽  
Eric Wiebe
Keyword(s):  
Education Research ◽  
Student Success ◽  
Computational Thinking ◽  
Evidence Based ◽  
Critical Component ◽  
Future Directions ◽  
Content Integration ◽  
Core Curricula ◽  
Digital Era ◽  
Professional Development For Teachers

<div><div><div><p>Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.</p></div></div></div>

scholarly journals The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research

2020 ◽  
Author(s):  
Vance Kite ◽  
Soonhye Park ◽  
Eric Wiebe
Keyword(s):  
Education Research ◽  
Student Success ◽  
Computational Thinking ◽  
Evidence Based ◽  
Critical Component ◽  
Future Directions ◽  
Content Integration ◽  
Core Curricula ◽  
Digital Era ◽  
Professional Development For Teachers

<div><div><div><p>Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.</p></div></div></div>

Effective Student-Advisor Engagement and Relationship Building in Online Graduate Programs

2019 ◽  
pp. 176-191
Author(s):  
Jennifer Varney
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Graduate Students ◽  
Student Success ◽  
Undergraduate Students ◽  
First Generation ◽  
Graduate Programs ◽  
Relationship Building ◽  
Critical Component ◽  
Student Advisor

The goal of this chapter is to discuss the importance of advisor-student engagement as a critical component of student success. Much has been written about advising undergraduate students and strategies for working with first generation students and other challenges specific to undergraduate students, and this chapter will focus on working with online graduate students. Heisserer and Parette noted that contact with a significant person within an institution of higher education is a crucial factor in a student's decision to remain in college. The focus on this chapter is on how advisors can be the significant person within the institution for their graduate students, and how advisors can help students successfully integrate into the institution academically and socially to increase their likelihood of retention and success.

scholarly journals The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110164
Author(s):  
Vance Kite ◽  
Soonhye Park ◽  
Eric Wiebe
Keyword(s):  
Education Research ◽  
Student Success ◽  
Computational Thinking ◽  
Evidence Based ◽  
Critical Component ◽  
Future Directions ◽  
Content Integration ◽  
Core Curricula ◽  
Digital Era ◽  
Professional Development For Teachers

Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings, we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.

scholarly journals Fan Ties and Friendships: A Longitudinal Network Study of Division III Sports on Campus

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Matthew Katz ◽  
Ovidiu Cocieru ◽  
Daniel Springer ◽  
Marlene Dixon
Keyword(s):  
Consumer Behavior ◽  
Student Success ◽  
Student Development ◽  
Causal Effect ◽  
Network Data ◽  
Division Iii ◽  
Sport Fan ◽  
New Students ◽  
Sport Consumer Behavior

The purpose of this longitudinal actor-based network study is to examine the evolution of sport fan ties and friendship ties on Division III campuses. Using two years of network data from a cohort of new students at a Division III institution, a SIENA model is developed to empirically test the co-evolution of fan ties and friendship ties. Grounded in student development, sport consumer behavior, and network theories, the overarching goal of this study is to explore the causal effect of fan ties on friendship ties among new students. To ascertain the value of Division III sports on campus, the authors explore the role of sports on campus in promoting friendships for new students based on the strong theoretical tradition from student development highlighting the salience of peer relationship in student success and retention. Accordingly, theoretical implications related to sport fan networks are considered within practical discussion of Division III sports and retention.

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