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Journal of College Orientation Transition and Retention最新文献

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Men and Masculinities 男性与男性气质
Journal of College Orientation Transition and Retention Pub Date : 2021-04-26 DOI: 10.24926/JCOTR.V28I1.3400
Jessica Hale
{"title":"Men and Masculinities","authors":"Jessica Hale","doi":"10.24926/JCOTR.V28I1.3400","DOIUrl":"https://doi.org/10.24926/JCOTR.V28I1.3400","url":null,"abstract":"Book Review of:\u0000Daniel Tillapaugh and Brian L. McGowan (Eds.). Men and Masculinities: Theoretical Foundations and Promising Practices for Supporting College Men’s Development. Sterling, VA: Stylus Publishing, 2019. 235 pp. Softcover, $30.00. ISBN 978-1-62036-931-9.\u0000Reviewed by:\u0000Jessica Hale, Ed. D., Faculty, English and College Readiness, Washtenaw Community College, Ann Arbor, MI","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41486147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Beyond the Bridge 桥那边
Journal of College Orientation Transition and Retention Pub Date : 2021-04-26 DOI: 10.24926/JCOTR.V28I1.3540
M. Turner, Carmen M. Mccallum, J. Benson
{"title":"Beyond the Bridge","authors":"M. Turner, Carmen M. Mccallum, J. Benson","doi":"10.24926/JCOTR.V28I1.3540","DOIUrl":"https://doi.org/10.24926/JCOTR.V28I1.3540","url":null,"abstract":"This qualitative study examines the experiences of seven students who were selected to attend a summer bridge program (SBP) located in the U.S. Midwest. Utilizing semi-structured interviews and organizational socialization theory, the study illuminates students’ preconceived notions about what it means to be in an SBP, experiences while in the program, and how those experiences help facilitate a successful transition into the first year of college and beyond. Findings revealed that participating in the SBP positively influenced students’ college experiences and ultimately their persistence to graduation. Recommendations drawn from the study are offered to higher education staff and administrators interested in starting or improving summer bridge or similar programs.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49015042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Organized Activity Involvement Across the Transition to College 在大学过渡期间参与有组织的活动
Journal of College Orientation Transition and Retention Pub Date : 2021-04-26 DOI: 10.24926/JCOTR.V28I1.3597
Nicole Arola
{"title":"Organized Activity Involvement Across the Transition to College","authors":"Nicole Arola","doi":"10.24926/JCOTR.V28I1.3597","DOIUrl":"https://doi.org/10.24926/JCOTR.V28I1.3597","url":null,"abstract":"This longitudinal study examined multiple dimensions of organized activity involvement during the first semester of college – including intensity, breadth, and continuity– and their relation to college adjustment. Results indicated that organized activity intensity during the first semester was positively associated with optimism, and organized activity continuity discrepancy from high school to college was positively associated with positive affect. Additionally, residential status moderated the relation between organized activity continuity discrepancy and optimism, as well as the relation between organized activity intensity and positive affect. Gender also moderated the relation between organized activity breadth and positive affect.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43510804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Opening Act 开行动
Journal of College Orientation Transition and Retention Pub Date : 2021-04-26 DOI: 10.24926/JCOTR.V28I1.3594
Zach Lewis, K. Kelly
{"title":"Opening Act","authors":"Zach Lewis, K. Kelly","doi":"10.24926/JCOTR.V28I1.3594","DOIUrl":"https://doi.org/10.24926/JCOTR.V28I1.3594","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000This article describes a private, mid-sized university library’s experience of hosting a music festival-themed event in the library building as part of new student orientation, with program evaluation and student learning assessment at the forefront of planning. The authors and co-planners will discuss four years of data to explore the connection between library outreach and students’ use of the library, their perceptions of the institution, and the role the event plays in shaping student success. It offers recommendations for collaborating with academic libraries and approaches in future cross-campus collaborations, including using a scaffolding approach to outline the goals and assessment of any orientation and outreach event. \u0000 \u0000 \u0000 \u0000","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42982970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reclaiming Conversation: The Power of Talk in a Digital Age 《重塑对话:数字时代谈话的力量
Journal of College Orientation Transition and Retention Pub Date : 2020-12-07 DOI: 10.24926/JCOTR.V27I2.3099
Victoria Callais
{"title":"Reclaiming Conversation: The Power of Talk in a Digital Age","authors":"Victoria Callais","doi":"10.24926/JCOTR.V27I2.3099","DOIUrl":"https://doi.org/10.24926/JCOTR.V27I2.3099","url":null,"abstract":"This reviews Sherry Turkle's book, Reclaiming Conversation: The Power of Talk in a Digital Age. ","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48752089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Straddling Class in the Academy: 26 Stories of Students, Administrators, and Faculty from Poor and Working-Class Backgrounds and Their Compelling Lessons for Higher Education Policy and Practice 学院里的跨阶层：来自贫困阶级和工人阶级背景的学生、管理者和教师的26个故事及其对高等教育政策和实践的启示
Journal of College Orientation Transition and Retention Pub Date : 2020-05-12 DOI: 10.24926/JCOTR.V27I1.3265
Christina E. D’Arcy
{"title":"Straddling Class in the Academy: 26 Stories of Students, Administrators, and Faculty from Poor and Working-Class Backgrounds and Their Compelling Lessons for Higher Education Policy and Practice","authors":"Christina E. D’Arcy","doi":"10.24926/JCOTR.V27I1.3265","DOIUrl":"https://doi.org/10.24926/JCOTR.V27I1.3265","url":null,"abstract":"Edited by: Sonja Ardoin and Becky MartinezReviewed by: Christine D’Arcy","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42451207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Fostering Resilience for Puerto Rican College Students in Transition After Hurricane Maria 培养波多黎各大学生在飓风玛丽亚后过渡时期的韧性
Journal of College Orientation Transition and Retention Pub Date : 2020-05-11 DOI: 10.24926/jcotr.v27i1.2219
Leslie Jo Shelton, Charles J. Thompson
{"title":"Fostering Resilience for Puerto Rican College Students in Transition After Hurricane Maria","authors":"Leslie Jo Shelton, Charles J. Thompson","doi":"10.24926/jcotr.v27i1.2219","DOIUrl":"https://doi.org/10.24926/jcotr.v27i1.2219","url":null,"abstract":"The primary purpose of this study is to explore the impact of 2017 Hurricane Maria on Puerto Rican college students directly affected by the storm, including how institutions of higher education fostered resilience for displaced and non-displaced students transitioning to navigating college after the storm. Findings indicate that participants were greatly affected by Hurricane Maria, and community ties, along with logistical challenges, influenced their college experiences after the storm. Participants shared suggestions for campus educators to better serve students in transition after the hurricanes, indicating that providing swift, clear responses to crises, including proactive outreach, are key institutional actions in addition to creating community and demonstrating care for individual student circumstances.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42849053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Student Experiences in an Online First-Year Seminar Paired with Remedial Mathematics 一年级在线研讨会与补习数学的学生体验
Journal of College Orientation Transition and Retention Pub Date : 2020-05-11 DOI: 10.24926/jcotr.v27i1.2442
M. Walling
{"title":"Student Experiences in an Online First-Year Seminar Paired with Remedial Mathematics","authors":"M. Walling","doi":"10.24926/jcotr.v27i1.2442","DOIUrl":"https://doi.org/10.24926/jcotr.v27i1.2442","url":null,"abstract":"Educational research has explored the influence of first-year seminars, online course delivery, and developmental coursework on first-year student success, yet there is limited research on how these educational components intersect. A collective case study approach was used to explore the experiences of students enrolled in an online first-year seminar that was paired with a developmental mathematics course. Students reported different motivating factors and expectations for enrolling in the course, yet all expressed a desire to improve their academic performance and confidence. These results help to inform how delivery of an online FYS can support the goals of students and institutions.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46465175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Faculty Perceptions of Combat-Related PTSD and Teaching Post 9/11 Student-Veterans 教员对与战斗相关的创伤后应激障碍的认知与9/11学生退伍军人的教学
Journal of College Orientation Transition and Retention Pub Date : 2019-12-19 DOI: 10.24926/jcotr.v20i1.2822
Janet H. Bagby, L. Barnard‐Brak, Tracey Sulak, M. Walter
{"title":"Faculty Perceptions of Combat-Related PTSD and Teaching Post 9/11 Student-Veterans","authors":"Janet H. Bagby, L. Barnard‐Brak, Tracey Sulak, M. Walter","doi":"10.24926/jcotr.v20i1.2822","DOIUrl":"https://doi.org/10.24926/jcotr.v20i1.2822","url":null,"abstract":"The purpose of this study was to examine faculty members’ perceptions of post traumatic stress disorder (PTSD) and student veterans. We surveyed 596 faculty members from 28 institutions of higher education regarding their views on PTSD as a disorder, whether PTSD can be effectively treated, and their preparedness to teach student veterans. Results indicate that faculty members do perceive PTSD to be a real disorder confronting student veterans; however, statistically significant results indicate that many faculty members do not consider PTSD to be treatable, nor do they feel prepared to work with these returning students. These results suggest a need for faculty education about PTSD as it relates to this population of students who are veterans of post 9/11 war conflicts.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44573614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
PolyTransfer PolyTransfer
Journal of College Orientation Transition and Retention Pub Date : 2019-12-19 DOI: 10.24926/jcotr.v24i1.2907
S. Gómez, Cecilia Santiago-González
{"title":"PolyTransfer","authors":"S. Gómez, Cecilia Santiago-González","doi":"10.24926/jcotr.v24i1.2907","DOIUrl":"https://doi.org/10.24926/jcotr.v24i1.2907","url":null,"abstract":"The PolyTransfer Initiative is a collaborative effort between Cal Poly Pomona and local community colleges aimed at easing students’ transfer through the state’s educational system. PolyTransfer is focused on recruitment, enrollment, engagement, retention, and increasing timely graduation of transfer students, especially among underrepresented minority (URM) and first-generation students. This article provides an overview of our efforts to partner across divisions to establish a transfer-receptive culture predicated on innovation and adaptability. Our internal and external reflective, critical discussions have underscored that nothing has been sacred or “off the table” in moving forward to make significant changes to support transfer student success. On the contrary, we determined that the university must make fundamental changes in its policies, procedures, business practices, and expectations.Ó","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42360175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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