This study sought to estimate net differences between first-generation and other college students in their academic and nonacademic experience of college, and to estimate the net differences between first-generation students and their peers after two years of college in select cognitive, psychosocial, and status attainment outcomes. (Contains 16…

Researchers examined three issues: gender and ethnic differences in terms of preferences towards collaborative learning; effects of collaborative learning on student outcomes; and determinants of openness to diversity. Results showed that exposure to collaborative learning practices influenced positively each of the outcomes under study. (Contains…

Extends previous research, which investigated relationships between female students' perceptions of a "chilly campus climate" and cognitive outcomes in the first year of college, by examining those relationships through the junior year. Results, implications, and limitations of the study are discussed. (Author/GCP)

Peer interactions and cognitive outcomes during college were studied at 23 institutions. Models of college impact are reviewed. Peer interactions include course-related and other activities occurring inside and outside classroom settings. Outcomes for three years are reported. Data support a strong positive effect of peer interactions on cognitive…

Originally published in March/April 1996, examines the research literature examining the effects of students' out-of-class experiences on academic, intellectual, or cognitive learning outcomes. Identifies those aspects of students' out-of-class experiences over which student affairs professionals have some control through policy or programmatic…

Tests the hypothesis that community college attendance lowers students' precollege plans to obtain a bachelor of arts degree. (N=1645) Employs cross-tabs and regression analysis including control variables such as precollege plans, background factors, college academic and nonacademic experiences, and sociodemographic factors. Discusses conclusions…

Investigates the perceptions of first-year, undergraduate women at 23 two- and four-year colleges. Results indicate several negative relationships between perceived chilly climates and women's cognitive growth. Negative relationships were more pronounced for women attending two-year colleges than for their counterparts at four-year institutions.…

Examines research that studies the effects of students' out-of-class experiences on academic, intellectual, or cognitive learning outcomes. Identifies the following aspects of student out-of-class experiences which student affairs professionals have control over through policy and program interventions: (1) residence; (2) fraternities and…

The good news is Strange's propositions offer a sharper focus to researchers of student development. The bad news is that the propositions imply a need to reconsider the ways researchers regard student change and the designs adopted to study it. Revisions in each area will challenge researchers' conceptual and methodological predictors. (BF)