Using Typological Approaches to Understand College Student Experiences and Outcomes E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B IR Single Issue Institutional Research
• Sprache: Englisch

Seitenzahl: 174

Veröffentlichungsjahr: 2011

Beschreibung

Facing a new round of criticisms on the quality of undergraduateeducation in American colleges and universities, higher educationadministrators are eager to find--or create--effectiveprograms and practices that can enrich student experiences andenhance outcomes. In order to do that, those who work at collegesand universities need to have a better understanding of theirstudents. Institutional researchers, with access to a wealth ofstudent data, have the analytical expertise to supply informationthat can guide institutional policy and practice. Typologicalframeworks particularly can be used to generate such information,and this volume presents rich examples of typological approaches tothe study of college students. Typological research can reveal patterns in students'characteristics, attitudes, and behaviors and how those patternsare related to desirable outcomes such as learning and persistence,or to the nature, meaning, and utility of student-facultyinteractions outside the classroom. Such information can helpcampus leaders and other concerned groups gain a deeperunderstanding of their students, design better targeted andintentional interventions to optimize student experiences, andmaximize student learning and personal development outcomes. This is a special supplemental issue of NewDirections for Institutional Research. Always timely andcomprehensive, this series provides planners and administrators inall types of academic institutions with guidelines in such areas asresource coordination, information analysis, program evaluation,and institutional management.

Leseprobe

Table of Contents

Cover

Title page

Copyright page

About AIR

Editors’ Notes

Chapter 1: Student Typologies in Higher Education

Student Typologies: Past to Present

Continuity and Change in College Student Typologies

Implications of Student Typologies

Chapter 2: Students’ Involvement in Group Experiences and Connections to Leadership Development

The Research Study and Findings

Benefits of the Taxonomy

Implications for Higher Education Scholarship and Institutional Research

Implications for Understanding and Shaping Students’ Experiences

Conclusion

Chapter 3: A Typology of Students’ Use of the Community College

Bahr’s Behavioral Classification Scheme

A Revision, Extension, and Application of Bahr’s Classification Scheme

Data, Measures, and Methods

Results

An Application of the Classification Scheme

Conclusion

Chapter 4: A Developmental Typology of Faculty-Student Interaction Outside the Classroom

The Typology

Advantages and Limitations of the Typology

Effective Use of the Typology

Assessment of Programs Designed to Foster Faculty-Student Interaction

Supplement to Traditional Survey Measures of Faculty-Student Interaction

Lessons Learned About Faculty-Student Interaction

Remaining Questions

Chapter 5: The Use of Cluster Analysis in Typological Research on Community College Students

Data Preparation

Proximity Metrics

Cluster Techniques

Examination of the Results

Conclusion

Chapter 6: Typological Research on College Students for Better Outcomes

The Importance of Conceptual and Empirical Evidence

The Potential of Typological Research on College Students

Conclusion

Index

USING TYPOLOGICAL APPROACHES TO UNDERSTAND COLLEGE STUDENT EXPERIENCES AND OUTCOMES

Shouping Hu and Shaoqing Li (eds.)

New Directions for Institutional Research, Assessment Supplement 2011

Paul D. Umbach, Editor-in-Chief

Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company

All rights reserved. No part of this publication may be reproduced in any form or by any means, except as permitted under section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher or authorization through the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923; [phone]; fax [phone]. The code and copyright notice appearing at the bottom of the first page of an article in this journal indicate the copyright holder’s consent that copies may be made for personal or internal use, or for personal or internal use of specific clients, on the condition that the copier pay for copying beyond that permitted by law. This consent does not extend to other kinds of copying, such as copying for general distri-bution, for advertising or promotional purposes, for creating collective works, or for resale. Such permission requests and other permission inquiries should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River St., Hoboken, NJ 07030; [phone], fax [phone], http://www.wiley.com/go/permissions.

NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH (ISSN 0271-0579, electronic ISSN 1536-075X) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, California 94104-4594 (publication number USPS 098-830). Periodicals Postage Paid at San Francisco, California, and at additional mailing offices. POSTMASTER: Send address changes to New Directions for Institutional Research, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, California 94104-4594.

SUBSCRIPTIONS cost $109 for individuals and $297 for institutions, agencies, and libraries in the United States. See order form at end of book.

EDITORIAL CORRESPONDENCE should be sent to Paul D. Umbach, Leadership, Policy and Adult and Higher Education, North Carolina State University, Poe 300, Box 7801, Raleigh, NC 27695-7801.

New Directions for Institutional Research is indexed in Academic Search (EBSCO), Academic Search Elite (EBSCO), Academic Search Premier (EBSCO), CIJE: Current Index to Journals in Education (ERIC), Contents Pages in Education (T&F), EBSCO Professional Development Collection (EBSCO), Educational Research Abstracts Online (T&F), ERIC Database (Education Resources Information Center), Higher Education Abstracts (Claremont Graduate University), Multicultural Education Abstracts (T&F), Sociology of Education Abstracts (T&F).

Microfilm copies of issues and chapters are available in 16mm and 35mm, as well as microfiche in 105mm, through University Microfilms, Inc., 300 North Zeeb Road, Ann Arbor, Michigan 48106-1346.

www.josseybass.com

ISBN: 9781118296110

ISBN: 9781118303535 (epdf)

ISBN: 9781118303542 (epub)

ISBN: 9781118303559 (mobi)

THE ASSOCIATION FOR INSTITUTIONAL RESEARCH was created in 1966 to benefit, assist, and advance research leading to improved understanding, planning, and operation of institutions of higher education. Publication policy is set by its Publications Committee.

PUBLICATIONS COMMITTEE

Gary R. Pike (Chair)    Indiana University–Purdue University IndianapolisGloria Crisp    University of Texas at San AntonioPaul Duby    Northern Michigan UniversityJames Hearn    University of GeorgiaTerry T. Ishitani    University of MemphisJan W. Lyddon    San Jacinto Community CollegeJohn R. Ryan    The Ohio State University

EX-OFFICIO MEMBERS OF THE PUBLICATIONS COMMITTEE

John Muffo (Editor, Assessment in the Disciplines), Ohio Board of Regents

John C. Smart (Editor, Research in Higher Education), University of Memphis

Richard D. Howard (Editor, Resources in Institutional Research), University of Minnesota

Paul D. Umbach (Editor, New Directions for Institutional Research), North Carolina State University

Marne K. Einarson (Editor, AIR Electronic Newsletter), Cornell University

Gerald W. McLaughlin (Editor, AIR Professional File/IR Applications), DePaul University

Richard J. Kroc II (Chair, Forum Publications Committee), University of Arizona

Sharron L. Ronco (Chair, Best Visual Presentation Committee), Florida Atlantic University

Randy Swing (Staff Liaison)

For information about the Association for Institutional Research, write to the following address:

AIR Executive Office

1435 E. Piedmont Drive

Suite 211

Tallahassee, FL 32308-7955

[phone]

[email protected]

http://airweb.org

Editors’ Notes

It is abundantly clear that American higher education is at a critical juncture given the contextual shift that has occurred over the past several decades. International competition in the academic and economic domains has intensified, and the nation needs to increase the stock of college graduates to maintain the American advantage (Clotfelter, 2010). However, current research indicates an unflattering performance of American higher education in enrolling and graduating students (Organization for Economic Cooperation and Development, 2005). Furthermore, recent studies seem to confirm the persistent concerns regarding the quality of undergraduate education (National Commission on the Future of Higher Education, 2006). For example, a longitudinal study by Arum and Roksa (2011) suggests that a large proportion of college students did not learn much from their college education in critical thinking, analytical reasoning, and writing ability.