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Outcomes of student participation in college freshman learning communities
Title
Outcomes of student participation in college freshman learning communities.
Creator
Koerner, Jodie Jae., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Growing out of the college retention research of Alexander Astin (1993) and Vincent Tinto (1975), this study examined differences in academic achievement and persistence of first-semester college freshmen who participated in Freshman Learning Communities (FLC), including a Living-Learning Community (LLC), and students who did not participate in a university-sponsored learning community. This study also explored variables that may moderate the relationship of learning community participation...
Show moreGrowing out of the college retention research of Alexander Astin (1993) and Vincent Tinto (1975), this study examined differences in academic achievement and persistence of first-semester college freshmen who participated in Freshman Learning Communities (FLC), including a Living-Learning Community (LLC), and students who did not participate in a university-sponsored learning community. This study also explored variables that may moderate the relationship of learning community participation with academic achievement and persistence. Variables explored included: entry-level readiness for self-directed learning, gender, ethnicity, high school GPA, and SAT or equivalent ACT scores. Data was collected from 544 students at XYZ University using a pre/post university-developed instrument, the College Assessment of Readiness for Entering Students Intended (CARES-I), College Assessment of Readiness for Entering Students- Actual (CARES-A) and the Self-Directed Learning Readiness Scale/Learning Preference Assessment. Demographic and academic data were collected through the institution's Office of Institutional Effectiveness and Analysis. There was a statistically significant difference in academic achievement for students enrolled in either a Freshman Learning Community or a Living Learning Community (df = 424, t = 2.32, p < .05) as compared to students not part of a freshman learning community. The learning community students had higher end-of-semester grades. Multiple regression analysis was used to explore the moderating variables that may influence the learning community effect on academic achievement. Only the pre-academic characteristic of students' entering high school GPA moderated the relationship of learning community participation and academic achievement (p < .05)., Chi-square analysis showed there was no relationship between participation in a learning community and enrollment in the second semester (p > .05).Logistic regression of variable relations determined that the variables of high school GPA and ethnicity were significant. In addition, there was an association between the variables of SDLRS scores, high school GPA, and end-of-semester GPA for students not part of a learning community. Finally, results from a paired samples t-test determined that there was a difference in the intended and actual social involvement for students enrolled in a learning community.
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Date Issued
2008
PURL
http://purl.flvc.org/FAU/165674
Subject Headings
Group work in education, Interdisciplinary approach in education, College environment, Experiential learning, Educational change
Format
Document (PDF)
Exploring the College Choice and Sense of Belonging of Haitian Students at a Highly Selective HBCU
Title
Exploring the College Choice and Sense of Belonging of Haitian Students at a Highly Selective HBCU.
Creator
Pierre-Louis, Paul-Arthur, Laanan, Frankie Santos, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The growing Haitian population in the United States is directly affecting all institutions of higher education As institutions continue to diversify across the country, HBCUs are also responding to this trend According to Ricard and Brown (2008), HBCUs are changing in order to keep up with the growing demand of institutional diversity, and they recognize that having a diversified student body will make the institutions more competitive Although their historic mission focuses on educating...
Show moreThe growing Haitian population in the United States is directly affecting all institutions of higher education As institutions continue to diversify across the country, HBCUs are also responding to this trend According to Ricard and Brown (2008), HBCUs are changing in order to keep up with the growing demand of institutional diversity, and they recognize that having a diversified student body will make the institutions more competitive Although their historic mission focuses on educating Black students, there remains a gap in the literature on HBCUs on one of the largest Black groups in the United States: the Haitian immigrant In the literature, the Haitian population constitutes approximately 15% of the total US foreign-born population, and 15% of the total Black immigrant population in the US, behind Jamaicans at 18%, respectively Moreover, Haitians make up the fourth largest immigrant population from the Caribbean behind Cubans, Dominicans, and Jamaicans (Anderson, 2015) However, these numbers do not include the hundreds of thousands of Haitians who fled the Country after the devastating earthquake of 2010 nor the thousands of undocumented Haitian immigrants currently living in the US This qualitative phenomenological study sought to explore the college choice process of ten Haitian students who chose to attend a highly selective HBCU located in the Northeast region of the United States Moreover, this study sought to explore how these ten Haitian students developed a sense of belonging to the HBCU campus The primary methods for data collection included semi-structured one-on-one interviews, a demographic questionnaire, and artifact analysis Using the theoretical frameworks of Chapman’s (1981) Model of College Choice and Sense of Belonging, this study discovered the factors that influence Haitian students’ decision to attend a highly selective HBCU centers around family Moreover, this study discovered that Haitian students at a highly selective HBCU described their sense of belonging through various forms of relationships
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004751
Subject Headings
African American universities and colleges--United States, Minority college students--United States--Psychology, College choice--United States, Haitian Americans--Education (Higher), Motivation (Psychology), Student adjustment, College environment, Educational sociology
Format
Document (PDF)
The morals and manners of the class room
Title
The morals and manners of the class room.
Creator
Nairne, Charles Murray 1808-1882
Abstract/Description
An oration delivered before the literary societies of Lafayette College by Charles Murray Nairne, M.A. prof. of int. & moral philosophy, Columbia College, N.Y. Lafayette College (Easton, Northampton County, Pa.) Franklin Literary Society. Lafayette College (Easton, Northampton County, Pa.) Washington Literary Society
PURL
http://purl.flvc.org/fau/fd/fauwsb18f23
Subject Headings
Classroom environment, College students -- United States -- Conduct of life, Manners and customs, Speeches, addresses, etc., American -- 19th century, Students -- Conduct of life, Students -- United States, United States -- Social life and customs -- 19th century, Universities and colleges -- United States
Format
E-book