Book Reviews: Organizing Higher Education for Collaboration: A Guide for Campus Leaders: Fostering Student Success in the Campus Community

2011 ◽  
Vol 12 (4) ◽  
pp. 517-525
Author(s):  
Jay R. Dee ◽  
Brent D. Cejda
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Campus Community ◽  
Campus Leaders

scholarly journals Supporting Student Success in the New Normal

2021 ◽  
Vol 4 (1) ◽  
pp. 61-65
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Student Success ◽  
Student Learning ◽  
Physical Capital ◽  
Institutions Of Higher Education ◽  
Campus Community ◽  
Remote Work ◽  
New Normal ◽  
Campus Leaders

The new normal in higher education can mean different things on varied campuses. The new normal, which occurred because of the COVID-19 pandemic, is the current atmosphere across the higher education landscape. This has meant more technology at many institutions of higher education (IHE) in numerous areas on campus. Other post-pandemic changes include a new financial reality, finding new ways to support student learning and campus community, and a new reality for many campus programs. This version of higher education looks hauntingly similar yet vastly different than the old vision of the higher education landscape. The COVID-19 pandemic caused many institutions of higher education to hit the fast forward button on implementing innovations and change. This change not only meant a move toward distance education using current methods in new ways but also activating plans for other innovation, such as streamlining paperwork, advocating for remote work, and offering traditional coursework in a new format. Campus leaders may need to redeploy human, financial, and physical capital in alignment with their new operating models (Teachers Insurance and Annuity Association of America [TIAA], 2020).

scholarly journals Learn, Engage, and Act to Advance Age Inclusivity in Higher Education

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 224-225
Author(s):  
Joann Montepare
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Community Partnerships ◽  
Social Structures ◽  
Campus Community ◽  
Campus Leaders ◽  
Professional Needs ◽  
Aging Populations ◽  
Guiding Principles ◽  
Personal Interests

Abstract Shifting age demographics are reshaping our social structures with far-reaching implications for higher education. Aging populations mean more older adults are looking to higher education to meet their professional needs and personal interests, and the longevity economy is calling for a trained workforce to provide services to support the health and functioning of individuals as they age. As well, there is a need to improve students’ aging literacy, along with developing synergistic age-friendly campus-community partnerships to address aging issues. How can institutions explore, create, develop, and sustain more age-friendly programs, practices, and partnerships? This presentation will introduce the toolkit specially designed by the GSA-AGHE Workgroup for use by faculty, students, administrators, and other campus leaders, and will provide an overview of the Age-Friendly University (AFU) initiative and its 10 guiding principles for creating more age-inclusive campuses.

UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Bill Welsh ◽  
Kelly Hermann ◽  
Cheryl Pruitt ◽  
Gaeir Dietrich ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Disability Services ◽  
Government Accountability ◽  
Academic Goals ◽  
Online Student ◽  
Support Resources ◽  
Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

History of Universities

2020 ◽  
Keyword(s):  
Higher Education ◽  
Reference Material ◽  
Review Essay ◽  
Original Research ◽  
University Reform ◽  
History Of Higher Education ◽  
History Of ◽  
Queens College ◽  
History Of Universities

This issue of the history of universities contains, as usual, an interesting mix of learned articles and book reviews covering topics related to the history of higher education. The volume combines original research and reference material. This issue includes articles on the topics of Alard Palenc; Joseph Belcher and Latin at Harvard; Queens College in Massachusetts; and university reform in Europe. The text includes a review essay as well as the usual book reviews.

Promoting divergent leadership philosophies to improve student success outcomes for black and brown students in higher education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Nicholas Petty ◽  
Dakota King-White ◽  
Tachelle Banks
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Success ◽  
Baccalaureate Degree ◽  
The United States ◽  
Retention Rates ◽  
Completion Rates ◽  
Marginalized Groups ◽  
Support Students

Abstract Throughout the United States there are millions of Black and Brown students starting the process of attending college. However, research indicates that students from traditionally marginalized groups are less likely than their counterparts to complete the process and graduate college (Shapiro et al., 2017). While retention rates for students from traditionally marginalized backgrounds continue to decline, universities are beginning to pay attention to the needs of this population in search of ways of better supporting them. The examination of these factors may also inform programmatic adjustments, leadership philosophies, and future practices to help retain students and lead to eventual completion of a baccalaureate degree. In this article, the authors review the literature to explore factors that can affect Black and Brown students’ completion rates in higher education. By reviewing the literature and the factors impacting Black and Brown students, the authors share with readers initiatives at one university that are being used to support students from a strengths-based approach.

Book Reviews

2008 ◽  
Vol 1 (3) ◽  
pp. 89-101
Author(s):  
Mark Sandle ◽  
Gary Taylor ◽  
Penny Welch
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Essay Writing ◽  
Learning History ◽  
International Perspectives

Geoff Timmins, Keith Vernon and Christine Kinealy (2005) Teaching and Learning HistoryReview by Mark SandleLorraine McIlrath and Iain Mac Labhrainn (eds) (2007) Higher Education and Civic Engagement: International PerspectivesReview by Gary TaylorJoanna Bull and Colleen McKenna (2004) Blueprint for Computer-Assisted AssessmentReview by Penny WelchPeter Redman (2006) Good Essay WritingReview by Penny Welch

Data Analytics and STEM Student Success: The Impact of Predictive Analytics-Informed Academic Advising Among Undeclared First-Year Engineering Students

2018 ◽  
Vol 22 (3) ◽  
pp. 497-521 ◽  
Author(s):  
Yu (April) Chen ◽  
Sylvester Upah
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Academic Advising ◽  
Data Analytics ◽  
Predictive Analytics ◽  
First Year ◽  
Program Of Study ◽  
Science Technology ◽  
Mathematics Student ◽  
And Mathematics

Science, Technology, Engineering, and Mathematics student success is an important topic in higher education research. Recently, the use of data analytics in higher education administration has gain popularity. However, very few studies have examined how data analytics may influence Science, Technology, Engineering, and Mathematics student success. This study took the first step to investigate the influence of using predictive analytics on academic advising in engineering majors. Specifically, we examined the effects of predictive analytics-informed academic advising among undeclared first-year engineering student with regard to changing a major and selecting a program of study. We utilized the propensity score matching technique to compare students who received predictive analytics-informed advising with those who did not. Results indicated that students who received predictive analytics-informed advising were more likely to change a major than their counterparts. No significant effects was detected regarding selecting a program of study. Implications of the findings for policy, practice, and future research were discussed.

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