Journal of Postsecondary Student Success最新文献_第3页

Friendships and Student Success in College 友谊和学生在大学的成功

Journal of Postsecondary Student Success Pub Date : 2023-04-12 DOI: 10.33009/fsop_jpss132950

J. McCABE

引用次数: 0

Volume 2, Issue 2: Winter 2023 第二卷，第2期:2023年冬季

Journal of Postsecondary Student Success Pub Date : 2023-01-26 DOI: 10.33009/fsop_jpss132850

Shouping Hu

引用次数: 0

Relationships as Embodied Counterspaces in the Academy 关系作为学院中体现的对位空间

Journal of Postsecondary Student Success Pub Date : 2023-01-26 DOI: 10.33009/fsop_jpss131322

Courtney Luedke

引用次数: 2

Challenges in Implementing and Sustaining Community College Organizational Change for Student Success 实施和维持社区大学组织变革促进学生成功的挑战

Journal of Postsecondary Student Success Pub Date : 2023-01-26 DOI: 10.33009/fsop_jpss131315

Jennifer Miller, Christine Harrington

{"title":"Challenges in Implementing and Sustaining Community College Organizational Change for Student Success","authors":"Jennifer Miller, Christine Harrington","doi":"10.33009/fsop_jpss131315","DOIUrl":"https://doi.org/10.33009/fsop_jpss131315","url":null,"abstract":"Community colleges are challenged with creating and sustaining student success organizational change. Institutional-level student success reform efforts are needed to combat the unacceptably low student completion rates, but colleges often struggle to initiate and maintain organizational reforms. After many years of reform efforts, researchers have provided theories for whole college organizational change, in particular guided pathways, that shows great promise in helping community colleges realize student success and completion gains while targeting and reducing racial equity gaps. A literature review focused on determining the internal reasons why institutions struggle to create and sustain organizational change was conducted. Contextual challenges, awareness and motivation, and change management process challenges within the institutions were several of the key causes identified. Within contextual challenges, organizational structures including college policies, practices, and governance, as well as leadership and funding challenges were cited as barriers to organizational change for student success. A lack of awareness of the need for or how change by faculty, staff, and administrators, along with a lack of motivation or resistance to the change can also create significant roadblocks for colleges. Change management process challenges within the institution including a lack of professional development for leaders in change management strategies was also cited as a significant challenge to developing and sustaining an effective organizational change effort. Knowing these challenges can lead to informed approaches that college leaders, faculty, and staff take to implement, hopefully helping institutions sustain change reform at scale over the long-term and ultimately benefit the overall goal of increased student success and completion.","PeriodicalId":411510,"journal":{"name":"Journal of Postsecondary Student Success","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127071498","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

The Possibilities and Precautions of Using the Designation “At-Promise” in Higher Education Research 高等教育研究中使用“承诺”一词的可能性及注意事项

Journal of Postsecondary Student Success Pub Date : 2023-01-26 DOI: 10.33009/fsop_jpss132261

Genia M. Bettencourt, Lauren N. Irwin, R. Todorova, Ronald E. Hallett, Z. Corwin

{"title":"The Possibilities and Precautions of Using the Designation “At-Promise” in Higher Education Research","authors":"Genia M. Bettencourt, Lauren N. Irwin, R. Todorova, Ronald E. Hallett, Z. Corwin","doi":"10.33009/fsop_jpss132261","DOIUrl":"https://doi.org/10.33009/fsop_jpss132261","url":null,"abstract":"The term at-promise gained prominence as a strength-based way to refer to students from minoritized backgrounds that contrasted from deficit-laden terms like at-risk. In this scholarly paper, we argue that beyond avoiding an obvious deficit categorization, adoption of the term at-promise has potential to influence scholarship in higher education research by centering the need for systemic change. Building on prior literature on at-promise student terminology and conceptual frameworks of funds of knowledge, community cultural wealth, and validation theory, we suggest that the at-promise phrase offers two important contributions to higher education. First, by emphasizing interconnectivity and shared experiences across systems of power, the at-promise designation can be used to build coalitions amongst minoritized groups and advocate for broader systemic change. Second, the term promise reflects a societal commitment to improving educational access and retention that is integral to the social contract of higher education as a public good. Thus, use of at-promise can center the need for systemic change, but only when done with intentionality to avoid conflation of minoritized groups.","PeriodicalId":411510,"journal":{"name":"Journal of Postsecondary Student Success","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121912978","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

Tracking Student (Dis)Engagement Through the Pandemic: What Colleges & Universities Can Do to Foster an Engagement Reset 在疫情期间跟踪学生(非)参与情况:高校如何促进参与重置

Journal of Postsecondary Student Success Pub Date : 2023-01-26 DOI: 10.33009/fsop_jpss132559

J. Kinzie

引用次数: 3

It’s in Our DNA: Leadership Perspectives on Institutionalizing STEM Success in an Alliance 这是我们的DNA:在联盟中制度化STEM成功的领导视角

Journal of Postsecondary Student Success Pub Date : 2023-01-26 DOI: 10.33009/fsop_jpss131390

Jonathan Okstad, Victoria Callais, Norma López, Funmilayo Ojikutu, D. Morgan, Alaa Abdelghaffar

{"title":"It’s in Our DNA: Leadership Perspectives on Institutionalizing STEM Success in an Alliance","authors":"Jonathan Okstad, Victoria Callais, Norma López, Funmilayo Ojikutu, D. Morgan, Alaa Abdelghaffar","doi":"10.33009/fsop_jpss131390","DOIUrl":"https://doi.org/10.33009/fsop_jpss131390","url":null,"abstract":"This study investigated how institutional leaders within an alliance navigate and use their agency to cultivate organizational change to support the success of underrepresented racial minority (URM) science, technology, engineering, and math (STEM) students. As part of this study, we partnered with the Illinois Louis Stokes Alliance for Minority Participation (ILSAMP), a signature program of the National Science Foundation (NSF), to explore our research question. The phenomenon of interest is the institutional leaders’ perceptions of their agency and their organization’s efforts to engage in the Alliance and support URM STEM student success through the various initiatives. The research team conducted 20 semi-structured interviews with institutional leaders and faculty at 11 public and private institutions as part of the STEM alliance. We utilized Braun and Clarke’s (2006) six-phased thematic analysis to identify patterns of meaning within the data that respond to the research question. Findings revealed a leadership perspective that frames approaches to STEM initiatives becoming a part of an institution’s fabric. The contribution of this study relates to the illumination of the tension between institutional leaders' agency to make change sustainable versus structural and leadership networks inhibiting STEM success efforts.","PeriodicalId":411510,"journal":{"name":"Journal of Postsecondary Student Success","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116603626","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

How First- Generation College Students Find Success: Reflections, Strategies, and Recommendations on What Colleges Can Do to Increase Retention Among Low-Income Students 第一代大学生如何获得成功:高校如何提高低收入家庭学生的留校率的思考、策略和建议

Journal of Postsecondary Student Success Pub Date : 2022-10-27 DOI: 10.33009/fsop_jpss131269

Kameron Higginbotham

引用次数: 0

Syllabus Statements: A Point of Visibility for Disability Services 教学大纲陈述:残疾服务的一个可见点

Journal of Postsecondary Student Success Pub Date : 2022-10-27 DOI: 10.33009/fsop_jpss130566

Morgan M. Strimel, Jason Northrup

{"title":"Syllabus Statements: A Point of Visibility for Disability Services","authors":"Morgan M. Strimel, Jason Northrup","doi":"10.33009/fsop_jpss130566","DOIUrl":"https://doi.org/10.33009/fsop_jpss130566","url":null,"abstract":"Course syllabi are an important point of visibility for higher education disability services offices, lending importance to the presence and accuracy of disability and accommodations statements within them. The present study is a content analysis of course syllabi from a large Northern Virginia university from the Fall 2020 semester. Researchers collected syllabi from publicly available webpages—including department websites—resulting in a sample size of 61 syllabi with 58 disability/accommodation statements available for analysis. Researchers analyzed and coded syllabi for the presence of an accurate name and contact information for the institution’s disability services office, the accuracy of procedures for establishing accommodations, and the usage of the office’s pre-written disability/accommodation syllabus statement. Of the 58 syllabus statements, only 39.7% included completely accurate information related to disability services and accommodation-related procedures. Further, none of the syllabi in the sample used the syllabus statement(s) made publicly available by the university’s disability services office. The authors outline action items for disability services professionals and other campus stakeholders to leverage syllabi as a key point of visibility for disability services and ensure that students are provided with clear, concise, and accurate information necessary to establish accommodations entitled to them under federal law.","PeriodicalId":411510,"journal":{"name":"Journal of Postsecondary Student Success","volume":"46 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129234008","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

The Key to Success Is the Ability to Adapt 成功的关键是适应能力

Journal of Postsecondary Student Success Pub Date : 2022-10-27 DOI: 10.33009/fsop_jpss131262

L. Hilliard

引用次数: 0