The Undergraduate Experience is a guide for significantly improving student learning and institutional performance in the rapidly changing world of higher education. Written by recognized experts in undergraduate education, this book encourages college and university leaders to rethink current practices that fragment the student experience, and to focus on creating powerful, integrated undergraduate learning for all students. Drawing from their own deep experience and the latest research, the authors reveal key principles that enable institutional change and enhance student outcomes in any higher education setting. Coverage includes high-impact practices for engagement, the importance of strategic leadership, the necessity of setting and maintaining high expectations, and insight on fostering excellence through systematic planning.
Through its core themes and action principles, this book can be a valuable resource for faculty, staff, administrators, and governing boards at all types of postsecondary institutions. The book provides a practical framework for achieving excellence in undergraduate education by focusing on:
The value of an undergraduate education is under greater scrutiny than ever before, and campus leaders must be able to convey the value of their institutions to students, boards, donors, and legislators. Is a college or university degree worth the increasing cost? Are today's students academically adrift? What's the difference between a degree and an education? Responding to these questions requires focused action by individuals and institutions. The Undergraduate Experience offers practical guidance for creating and sustaining excellence in the face of disruption and change in higher education.
PETER FELTEN is executive director of the Center for Engaged Learning, assistant provost for teaching and learning, and professor of history at Elon University.
JOHN N. GARDNER is senior fellow and distinguished professor emeritus at the University of South Carolina and president of the John N. Gardner Institute for Excellence in Undergraduate Education.
CHARLES C. SCHROEDER is a past president of ACPA–College Student Educators International and former vice chancellor for student affairs and professor of educational leadership and policy analysis at the University of Missouri.
LEO M. LAMBERT is in his eighteenth year as president of Elon University.
BETSY O. BAREFOOT is cofounder and senior scholar of the John N. Gardner Institute for Excellence in Undergraduate Education, and coeditor of New Directions for Higher Education.
A full package of instructional support materials — including an Instructor’s Annotated Edition, an Instructor’s Manual, PowerPoint slides, videos, and a Test Bank — provides new and experienced instructors all the tools they will need to engage students in this course and increase student retention.
Featuring a compelling new design, the new edition covers pressing topics that affect students' lives and how they learn, expanding on the book'ss themes of motivation, persistence, resilience, and decision-making
Student-faculty partnerships is an innovation that is gaining traction on campuses across the country. There are few established models in this new endeavor, however. Engaging Students as Partners in Learning and Teaching: A Guide for Faculty offers administrators, faculty, and students both the theoretical grounding and practical guidelines needed to develop student-faculty partnerships that affirm and improve teaching and learning in higher education.Provides theory and evidence to support new efforts in student-faculty partnerships Describes various models for creating and supporting such partnerships Helps faculty overcome some of the perceived barriers to student-faculty partnerships Suggests a range of possible levels of partnership that might be appropriate in different circumstances Includes helpful responses to a range of questions as well as advice from faculty, students, and administrators who have hands-on experience with partnership programs
Balancing theory, step-by-step guidelines, expert advice, and practitioner experience, this book is a comprehensive why- and how-to handbook for developing a successful student-faculty partnership program.
Recognizing the remarkable influence of the college experience on peoplesâ€™ lives, the authors offer a guide to how colleges and universities can effectively lead students through this life-changing process. Drawn from extensive interviews with students and graduates, faculty and staff, Transforming Students gathers diverse stories to show how students experience the transformation process, which rarely follows a neat or linear path. The interviews illustrate central themes from the literature on transformative learning and the undergraduate student experience.
A sequel of sorts to George Kellerâ€™s classic Transforming a Collegeâ€”which chronicled Elon Universityâ€™s metamorphosis from struggling college to a top regional universityâ€” Transforming Students addresses the schoolâ€™s core educational mission: to shape students into engaged adults who embrace learning as a lifelong endeavor. Given this effect, the college experience is much more than preparation for a career. It is preparation for life.
"An essential guide to the thorny task of not only developing successful first-year programs, the critical building blocks for student college completion, but also sustaining them over time. It should be at the top of the reading list of all faculty, staff, and administrators concerned with making substantial improvements in student success in the first year of college."
—Vincent Tinto, Distinguished University Professor, Syracuse University
"Grounded in scholarly literature and higher education theory, Developing and Sustaining Successful First-Year Programs provides a much-needed next-generation resource to advance a comprehensive, integrated, and multi-faceted first-year experience as well as practical guidance to educators who want to become more effective first-year student advocates."
—Jillian Kinzie, associate director, Indiana University Center for Postsecondary Research, NSSE Institute
"The authors do an excellent job both of providing a conceptual framework for the first year and of grounding their program descriptions in the work of a diverse range of campuses, providing exemplars of good practice, centered on assessment, in enhancing student academic achievement and persistence. The book will be of use both to policy makers and administrators focused on enhancing student success and to practitioners who will make good use of excellent observations and recommendations."
—Scott Evenbeck, president, The New Community College at CUNY