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ERIC Number: EJ791316
Record Type: Journal
Publication Date: 2006
Pages: 7
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1086-4822
The Integrated Student: Fostering Holistic Development to Advance Learning
Haynes, Carolyn
About Campus, v10 n6 p17-23 Jan-Feb 2006
Those educators who work with academically high-achieving college students have long known that these individuals face challenges along with their less scholastically prepared peers. Recently, the author and her colleagues at Miami University were reminded of this fact when they discovered that 80 percent of their honors students were exiting the program before their senior year. This dropout rate was disconcerting because not only were these students entering their university with strong standardized test scores and outstanding high school academic achievements, but once at Miami, they were maintaining high grade point averages and completing honors courses successfully. On further investigation, they identified the source of the problem: these students were leaving the program in their senior year when faced with completing the program's required honors thesis. This disturbing discovery led to a complete rethinking of their approach to teaching and learning in the honors program, and they believe that many of the lessons learned are applicable in any educational context. Most honors programs attempt to remedy their retention difficulties by altering their academic offerings, perhaps increasing the amount of writing instruction, stepping up rigor in their courses, or increasing the amount of academic advising and research support for their students. While these changes may well increase retention and improve student academic performance, the faculties at Miami university chose a broader approach that includes both curricular and cocurricular components, takes into account students' development as well as their learning, and employs the work of individuals in academic positions as well as those in their Division of Student Affairs. This cross-functional approach resulted in improvements in learning and retention rates of honors students and in the creation of a widely applicable cross-campus partnership process. (Contains 9 notes.)
Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio