Historically, the holistic development of students has been a major objective of higher education (Stanford, 1992). The transition from high school to college can be both a difficult and defining time in many students' lives. Shifting from parental authority and the defined curriculum of secondary education to the freedom of choice afforded by higher education can prove to be the demise of even the most talented student. Trends in higher education, including rising tuition costs, declining state financial support, and increased student attrition has led to many institutions creating specific interventions promoting the retention of their students. There has also been increased research on the adaptation to and ultimately the retention of college students. Nist and Holschuh in this text provide practical and easy to follow solutions for today's college students to acclimate to the academic life of college. The text consists of 22 chapters covering preparation steps for academic and personal success in college.Though not done by the authors, the text could be further broken down into four main sections: (1) introduction to college, including information to prepare the student for understanding the importance of college, providing operational definitions and explanations for institutional processes; (2) an academic overview, understanding the importance of selecting an academic major, time management, and other related issues;(3) study techniques, how to best prepare for coursework and handle stress related to academics; and (4) examination preparation and tips for successfully conveying information retained.Many students achieved academic success in high school through route memorization, but have failed to master the ability of information integration. Chapter one provides students with six ways in which college differs from high school and places the transition in an easy to follow context. The subsequent three chapters (2, 3, 4) moved through the resources that may be available on campus for both personal and academic assistance, working with and understanding professors as opposed to the previous experiences with high school teachers, and a realistic approach to course selection and course load balance for optimal performance. Information is provided for professor selection and when to withdraw from a course. Which can be important points as an early academic disappointment may shake a student's self-confidence and esteem. The section concludes with a base understanding of grade point average calculations.Chapter 5 highlights major selection, campus resources available, and what to consider when making academic decisions. Balancing the demands and responsibilities of college life, social life, emotional, financial, and academic adjustments are then covered. Chapter 7 discussed time management and the mindset that students should
This chapter examines leadership and social class in the context of fraternities and sororities. With no extensive research in this area, recommendations provided may help educators create a plan to address the intersection of social class, leadership education, and membership in a fraternity or sorority.
Historically, the holistic development of students has been a major objective of American higher education (Stanford, 1992). As both a theory model and philosophy, the notion of student development offers higher education a path for impacting students. A command of student development theory has been seen as paramount for professionals within higher education. An operational knowledge of student development theory enables not only student affairs practitioners, but all employees in an academic environment to better respond to and understand the needs of the student population. Understanding students-their experiences and the challenges they will face in college-also facilitates the design of interventions to ensure success.Student Development in the First College Year provides a basic understanding of the families of theories within student development theory. The text begins with a review of the critical connection between student development theory and the first year of college. This includes a review of pertinent research, an address of development both inside and outside of the classroom, and a discussion of the families of student development theory. The families of theories presented are psychosocial, cognitive-structural, typological, and person-environment interaction theories. The chapter concludes with an overview of the theories that will be discussed in subsequent chapters.Chapter Two focuses on psychosocial theories and opens with an in-depth analysis of Chickering and Reisser's (1993) seven vectors of psychosocial development. In addition to the explanation of the theory, a visual representation is provided. It moves next to the areas of racial identity of college students, including Cross's (1971Cross's ( , 1991 model of African American identity development and Helms' (1990) model of white racial identity. Sexual identity development is briefly highlighted. Development across multiple dimensions of identity illustrates the fluidity of development and that students can exist in multiple places. The chapter concludes with a summary of the research on college's impact on development.Chapter Three addresses the cognitive development of college students, providing background on several prominent cognitive theories. Cognitive development affects the way students relate to others and define themselves. Theories covered include Perry's (1970Perry's ( , 1981 scheme of intellectual and ethical development; Belenky, Clinchy, Goldberger, & Tarule's (1986) theory of women 's development; and Kohlberg's (1976) development of moral reasoning, to name a few. The chapter closes on a brief discussion
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