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The Role of the Classroom in College Student Persistence: New Directions for Teaching and Learning, Number 115

John M. Braxton (Editor)
ISBN: 978-0-470-42216-8
128 pages
October 2008, Jossey-Bass
The Role of the Classroom in College Student Persistence: New Directions for Teaching and Learning, Number 115 (0470422165) cover image

Description

This issue brings into sharp focus the complex role college and university faculty play in shaping the persistence and departure decisions of undergraduate students. The authors review practices ranging from curricular structures and instructional staffing policies to faculty teaching methods, and they offer recommendations for many common problems.

Topics discussed include:

  1. Curricular Learning Communities and Unprepared Students: How Faculty Can Provide a Foundation for Success
  2. Promoting Persistence and Success of Underrrepresented Students: Lessons for Teaching and Learning
  3. Closing the Gate: Part-Time Faculty Instruction in Gatekeeper Courses and First-Year Persistence
  4. Effective Instruction and College Student Persistence: Some New Evidence
  5. The Role of Active Learning in College Student Persistence
  6. Classroom Practices at Institutions with Higher-Than-Expected Persistence Rates: What Student Engagement Data Tells Us
  7. Toward a Scholarship of Practice Centered on College Student Retention
Taken together, the chapters outline the elements of a scholarship of practice centered on keeping students in school. College and university presidents, chief academic affairs officers, academic deans, directors and staff members of campus-based centers for teaching, and individuals responsible for enrollment management will find a great deal of practical wisdon in this volume.

This is the 115th volume of the Jossey-Bass quarterly report series New Directions for Teaching and Learning, which continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and on the latest findings of educational and psychological researchers.

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Table of Contents

EDITOR'S NOTES (John M. Braxton).

1. Curricular Learning Communities and Unprepared Students: How Faculty Can Provide a Foundation for Success (Cathy McHugh Engstrom)
This chapter richly describes four teaching practices used by faculty in learning communities. These teaching practices foster the persistence of underprepared college students.

2. Promoting Persistence and Success of Underrepresented Students: Lessons for Teaching and Learning (Jillian Kinzie, Robert Gonyea, Rick Shoup, George D. Kuh)
This chapter describes curricular and classroom practices that benefit underrepresented students by increasing their chances for success in college in the form of engagement and persistence.

3. Closing the Gate: Part-Time Faculty Instruction in Gatekeeper Courses and First-Year Persistence (M. Kevin Eagan Jr., Audrey J. Jaeger)
The authors of this chapter give empirical attention to the effects of staffing introductory gatekeeper courses with graduate students and part-time faculty members on first-year college student persistence.

4. Effective Instruction and College Student Persistence: Some New Evidence (Ernest T. Pascarella, Tricia A. Seifert, Elizabeth J. Whitt)
The influence of teaching skills such as organization and preparation and clarity in instruction and answering student questions on first-year student persistence is described in this chapter.

5. The Role of Active Learning in College Student Persistence (John M. Braxton, Willis A. Jones, Amy S. Hirschy, Harold V. Hartley III)
The findings presented in this chapter add to a growing body of evidence that links faculty use of active learning practices with key aspects of the college student retention process.

6. Classroom Practices at Institutions with Higher-Than- Expected Persistence Rates: What Student Engagement Data Tell Us (Thomas F. Nelson Laird, Daniel Chen, George D. Kuh)
The authors of this chapter compare faculty teaching practices at colleges and universities with better-than-expected persistence rates with those at colleges with as-expected persistence rates.

7. Toward a Scholarship of Practice Centered on College Student Retention (John M. Braxton)
Three contributions to a scholarship of practice derived from the pattern of findings of this volume are described in this chapter. This chapter also advances four recommendations for institutional policy and action designed to improve institutional rates of student retention.

INDEX.

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Author Information

JOHN M. BRAXTON is professor of education in the Higher Education Leadership and Policy Program at Peabody College, Vanderbilt University, in Nashville, Tennessee.
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