ERIC Number: ED499050
Record Type: Non-Journal
Publication Date: 2007
Student Standpoints about Access Programs in Higher Education
Lundell, Dana B., Ed.; Higbee, Jeanne L., Ed.; Duranczyk, Irene M., Ed.; Goff, Emily, Ed.
Center for Research on Developmental Education and Urban Literacy, University of Minnesota
This monograph consists of 13 chapters featuring a diverse range of perspectives centralizing student standpoints about their experiences in higher education and access programs. Chapter 1, "Student Perspectives on College Readiness" (Jeanne L. Higbee), provides the results of a survey of developmental education students regarding college readiness. Chapter 2, "Transition from High School to College: A Qualitative Study of Developmental Students" (Vicki L. Dominick, Cindy Stevens, and Meagan J. Smith), investigates the nature of the transition from high school to college for developmental education first-year students at a large doctoral-granting public university located in the Midwest. Chapter 3, "Race, Class, and Gender: Immigrant Identity in an English as a Second Language College Writing Class" (Esther Smidt), investigates how immigrant students of color engage with the multicultural content of their developmental, English as a Second Language (ESL), first-year college composition class. Chapter 4, "Sharing Our Experiences: General College Students Give Voice to Their Perceptions of General College" (Joshua G. Schmitt, Mark A. Bellcourt, Khong Meng Xiong, Amanda M. Wigfield, Inge L. B. Peterson, Sedrick D. Halbert, Leah A. Woodstrom, Elizabeth Mai Tong Vang, and Jeanne L. Higbee) presents first-person accounts of students' experiences in the General College. Chapter 5, "Developmental Education Students' Views of College: What Uncouples Students' Goals From Students' Outcomes?" (Randy Moore and Murray Jensen) examines the association of academic motivation and the academic performance of students participating in developmental education programs, including ways in which instructors can optimize the success of students participating in such programs. Chapter 6, "Facets of Access: Students' Impressions and Experiences in the General College" (Dana B. Lundell, Richard Beach, and Hyang-Jin Jung) explores students' personal, social, and academic experiences during their first 2 years of college in an access program at a research university. Chapter 7, "Student Perceptions of the Factors That Influence Academic Success" (Carmy Carranza) explores factors that contribute to the success of developmental education students, investigating the subject through an examination of the students' own perceptions: how students themselves describe, explain, and interpret the reasons for academic success. The study sought to discover the psychosocial, environmental, and other noncognitive factors that contribute to success of students admitted to their institution through a support program. Chapter 8, "After the Program Ends: A Follow-Up Study With Generation 1.5 Students Who Participated in an English Support Learning Community" (Laurene L. Christensen) presents results of qualitative follow-up interviews with three students who completed an access program called "Commanding English." Chapter 9, "Supplemental Instruction: Student Perspectives in the 21st Century" (Marion E. Stone, Glen Jacobs, and Hollie Hayes), examines students' perspectives of Supplemental Instruction (SI), a now well-established student academic assistance program. Chapter 10, "In Their Own Words: Learning to Be a Peer Leader" (A.E. Dreyfuss and David K. Gosser, Jr.) details the training provided at the City College of New York through the peer leaders' reflections on practice. Chapter 11, "Teacher-Student Collaboration in the First-Year Experience" (Walter R. Jacobs, Jocelyn R. Gutzman, and David T. McConnell) investigates the practice of first-year undergraduate students serving as teaching assistants. Chapter 12, "I Know the Space I'm In: Latina Students Linking Theory and Experience" (Heidi Lasley Barajas, Anne Howarth, and Arien Telles), examines the practices and conduct of social actors participating in an educational setting as interpreted by the real lived experiences of two Latinas attending a large, Midwestern university. Chapter 13, "Their Own Voices: Alumni Perspectives on the Special Admissions Experience" (Shevawn B. Eaton), examines the experience of specially-admitted students at a comprehensive public university to determine what factors of the special admission program and the institution contributed to student success.
Descriptors: Undergraduate Students, Higher Education, Writing (Composition), Academic Achievement, Developmental Programs, Student Attitudes, College Students, Access to Education, School Readiness, College Bound Students, Transitional Programs, High Risk Students, Racial Factors, Social Class, Socioeconomic Influences, Gender Differences, Immigrants, Identification (Psychology), English (Second Language), Writing Instruction, Student Experience, Correlation, Student Motivation, Psychological Patterns, Special Needs Students, Peer Teaching, Teacher Student Relationship, College Freshmen, Teaching Assistants, Hispanic American Students, Females, Alumni, College Admission, Selective Admission
Center for Research on Developmental Education and Urban Literacy (CRDEUL). University of Minnesota, General College, 340 Appleby Hall, 128 Pleasant Street SE, Minneapolis, MN 55455. Tel: 612-625-6411; Fax: 612-625-0709; e-mail: firstname.lastname@example.org; Web site: http://www.cehd.umn.edu/CRDEUL
Publication Type: Books; Collected Works - General; Reports - Research
Education Level: N/A
Authoring Institution: Minnesota Univ., Minneapolis. Center for Research on Developmental Education and Urban Literacy.
Grant or Contract Numbers: N/A