Dirk Witteveen,Paul Attewell
Dirk Witteveen
Increasingly, undergraduates take more than 4 years to complete a baccalaureate, a situation widely perceived as a waste of time and money, for students, their families, and taxpayers. We first identify several phenomena that result in a lo...
Consolidation of Class Advantages in the Wake of the Great Recession: University Enrollments, Educational Opportunity and Stratification [0.03%]
经济衰退后的高校入学、教育机会及分层优势固化
Karly S Ford,Kelly Ochs Rosinger,Qiong Zhu
Karly S Ford
Most U.S. universities have made explicit commitments to educating economically diverse student bodies; however, the higher education system is highly stratified. In this paper, we seek to understand stratification in the wake of the Great ...
Nick Huntington-Klein,Andrew Gill
Nick Huntington-Klein
Many college students in the United States take longer than four years to complete their bachelor's degrees. Long time-to-degree can increase higher education costs by billions. Time-to-degree can be reduced if students take more credits ea...
Taken for Granted? Effects of Loan-Reduction Initiatives on Student Borrowing, Admission Metrics, and Campus Diversity [0.03%]
被想当然了？贷款减免计划对学生借款、录取标准和校园多样性的影响
Christopher Bennett,Brent Evans,Christopher Marsicano
Christopher Bennett
In recent decades, several dozen colleges and universities have instituted loan-reduction initiatives (LRIs), such as "no-loan" programs. Institutions frequently cast such initiatives as efforts to increase socioeconomic diversity on campus...
The Correlates of Credit Loss: How Demographics, Pre-Transfer Academics, and Institutions Relate to the Loss of Credits for Vertical Transfer Students [0.03%]
影响学分损失的因素：人口统计特征、转入前的学业成绩和院校与转学生失去学分的关系研究
Matt S Giani
Matt S Giani
Despite the long-standing centrality and growing prevalence of transfer in the American postsecondary system, students, college professionals, and policymakers decry the lack of credit transferability between colleges. However, limited rese...
Do Students with Varying Academic Ability Benefit Equally from Personal Qualities? Applying a Trait and State Perspective [0.03%]
不同的个人品质对学生学业成绩的影响相同吗？特质和状态视角下的实证分析
A Kool,M T Mainhard,A D C Jaarsma et al.
A Kool et al.
Using multilevel models, this study examined whether students with varying academic ability benefit equally from perseverance and intellectual curiosity in terms of academic achievement. In addressing this question two perspectives were app...
Faculty Motivation to Mentor Students Through Undergraduate Research Programs: A Study of Enabling and Constraining Factors [0.03%]
促进和限制因素对大学教师指导学生参与本科生研究项目的影响调查
Danielle X Morales,Sara E Grineski,Timothy W Collins
Danielle X Morales
Undergraduate research experiences are a "high impact" educational practice that confer benefits to students. However, little attention has been paid to understanding faculty motivation to mentor undergraduate students through research trai...
More Than "Getting Us Through:" A Case Study in Cultural Capital Enrichment of Underrepresented Minority Undergraduates [0.03%]
"不仅仅是帮助我们渡过难关——少数族裔学生文化资本积累的案例研究
Sarah M Ovink,Brian D Veazey
Sarah M Ovink
Minority students continue to be underrepresented among those who seek graduate and professional degrees in the sciences. Much previous research has focused on academic preparation. Equally important, however, are the psychological-social b...
Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research [0.03%]
培养未来科学家：预测健康科学专业少数族裔学生参与科研活动的情况
Sylvia Hurtado,M Kevin Eagan,Nolan L Cabrera et al.
Sylvia Hurtado et al.
Using longitudinal data from the UCLA Cooperative Institutional Research Program (CIRP) and Your First College Year (YFCY) surveys, this study examines predictors of the likelihood that science-oriented students would participate in a healt...
From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses [0.03%]
从把关到参与：入门级STEM课程中学生学业投入的多脉络混合研究法研究
Josephine A Gasiewski,M Kevin Eagan,Gina A Garcia et al.
Josephine A Gasiewski et al.
The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer...