Promoting Reasonable Expectations: Aligning Student and Institutional Views of the College Experience
March 2005, Jossey-Bass
- Outlines what colleges have to do to help create student expectations that are reasonable while simultaneously meeting those student expectations that are fair
- Reviews student expectations regarding the myriad services that support their learning and the college experience
- Addresses expectations regarding the cost of higher education and explores the expectations of students and their families compared with the reality of college costs
- Shows the gap between student expectations of degree attainment as compared to the reality
1. Introduction (Thomas E. Miller).
2. Why Should We Care About Student Expectations? (Jeffrey A. Howard).
3. What Students Expect from College and What They Get (George D. Kuh, Robert M. Gonyea, and Julie M. Williams).
4. When Expectations and Realities Collide: Environmental Influences on Student Expectations and Student Experiences (Larry Moneta and George D. Kuh).
5. Campus Services: What Do Students Expect? (Frank P. Ardaiolo, Barbara E. Bender, and Gregory Roberts).
6. Student Expectations About Paying for College: Are They Reasonable? (John H. Schuh and Leah Ewing Ross).
7. Student Persistence and Degree Attainment (Thomas E. Miller).
8. Life After College (Susan R. Komives and Elizabeth M. Nuss).
9. The Influence of Selected Students’ Characteristics on Their Expectations of College (Gwendolyn J. Dungy, Patricia A. Rissmeyer, and Gregory Roberts).
10. Institutional Type and Students’ Expectations (Wilma J. Henry, Penelope H. Wills, and Harold L. Nixon).
11. Expectations of Multiple Publics (Barbara E. Bender, John Wesley Lowery, and John H. Schuh).
12. Perspectives from the Field (Thomas E. Miller and Barbara E. Bender).
13. Conclusion (Thomas E. Miller).
Barbara E. Bender is associate dean of the graduate school and director of the Teaching Assistant Project at Rutgers University in New Brunswick.
John H. Schuh is distinguished professor and chair of the Department of Educational Leadership and Policy Studies at Iowa State University.
"The book is an important read for the targeted groups." (Journal of Higher Education, Spring 2006)"If higher education leaders want to understand how best to deal with the growing and complex challenge of meeting students' expectations, of telling them in detail what they need to know about college life, they’d better read this book. It's a thoughtful volume, rich in research on the large gap between what students expect from college and what they get It deserves a wide audience among presidents, faculty leaders, academic administrators, and student affairs officers."
--Joseph Crowley, president emeritus, University of Nevada, Reno
"This comprehensive and insightful book offers many strategies
to assist higher education administrators across all types of
institutions and is an excellent teaching and learning resource for
faculty and graduate students in higher education. Its information
and perspectives on diversity issues in higher education illustrate
the critical need for our nation’s campuses to become leaders
in perpetuating pluralism in American life."
--Portia H. Shields, president, Albany State University, Albany, Georgia
"Does it matter whether students have high or low expectations
for college? Does it matter whether student expectations and their
actual experiences differ? These and other provocative questions
are addressed in this book with helpful results for educators.
Presidents, academic officers, faculty members, and student affairs
professionals alike can benefit from the insightful explorations of
these topics in this long overdue book."
--Don G. Creamer, professor of higher education and student affairs, Virginia Polytechnic Institute and State University
"This work should be a must-read for all beginning college
teachers and academic and student affairs administrators; we can't
do anything that makes sense to improve student learning without
grappling with the issue of expectations."
--John N. Gardner, executive director, Policy Center on the First Year of College