ERIC Number: ED476300
Record Type: RIE
Publication Date: 2003
Understanding University Success. A Report from Standards for Success.
Conley, David T.
This booklet outlines what students must know and be able to do to succeed in entry-level university courses. The standards presented in the booklet were designed to create a new way to view college preparation. The standards--known as the knowledge and skills for university success (KSUS) standards--were developed from a 2-year study in which data were collected, and analyzed, from 400 faculty members and administrators from 20 American universities. Success, as defined by these standards, means the ability to do well enough in college entry-level core academic courses to meet general education requirements and to continue on to a major in a particular area. The booklet is divided into six sections, each a content area: English, mathematics, natural sciences, social sciences, second languages, and the arts. Each section describes the knowledge and skills foundations and the standards for entry-level courses and for major courses. Interspersed throughout the booklet are viewpoints of anonymous faculty members on the various skills and knowledge needed for student success in each content area. (WFA)
Descriptors: Academic Achievement, Academic Advising, Academic Standards, College Curriculum, College Preparation, College Students, Educational Principles, High Schools, Higher Education, Knowledge Level, Language Skills, Mathematics Skills, Postsecondary Education, Scholarship, Science Process Skills, Success, Undergraduate Study, Writing Skills
Center for Educational Policy Research, 720 East 13th Avenue, Suite 201, Eugene, OR 97401. Tel: 541-346-6155; Tel: 877-766-2279 (Toll Free); Fax: 541-346-6154; e-mail: email@example.com; Web site: http://www.s4s.org.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Parents; Students; Counselors; Practitioners
Sponsor: Association of American Universities, Washington, DC.; Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: Center for Educational Policy Research, Cambridge, MA.
IES Cited: ED497793