The primary goal of this study was to examine the impact of active learning on a student's level of overall social integration and perception of his or her institution's commitment to student welfare.

In recent years, there has been increased research exploring the relationship between college/university intercollegiate athletic expenditures and team on-field success. Scope and methodological limitations of this previous research, however, suggest the need for further empirical research in this area. This study uses regression analyses with time and institutional fixed effects and several control variables to investigate the relationship between college/university athletic department expenditures and overall athletic department on-field success. The findings indicate that institutional athletic expenditures are strongly correlated with team on-field performance among Football Bowl Subdivision (FBS) institutions but not among non-FBS institutions.

Social Integration has been found by several scholars to have a significant impact on the subsequent institutional commitment and retention of college students. Few of these scholars, however, have attempted to examine whether social integration has a different impact on female students as compared to male students. This paper presents the results of a study which examined whether the impact of social integration on subsequent institutional commitment is conditional on gender. Findings suggest the need to slightly revise how higher education scholars and practitioners think about social integration and its impact of student retention.

College student retention has been and continues to be one of the most important issues facing the higher education community. Despite this importance, little is known about the type and methodological rigor of institutional efforts to increase student retention. This article presents the findings of a study which attempted to gain a clearer picture of the types of activities institutions of higher education are engaged in with respect to the understanding and reducing of student dropout. Findings suggest the need for institutions to engage in more methodologically rigorous studies of student retention and the need for greater transparency from institutions with regard to the types of activities they are engaged in to address retention.College student retention is one of the major issues affecting American institutions of higher education. Over 75 years of research has empirically examined the causes of college student dropout in an attempt to develop strategies and programs

Under the fourth theme of complexity, the need for multiple models to better understand the learning experiences of students was proposed. Finally, the fifth theme considered specific tools, software packages, and other methods of gathering and using assessment data.Using data on head football coaching compensation for new and amended contracts from 2007 through 2010, the determinants of salaries were analyzed. Regression analysis showed that, when a football team's on-field performance improves over the previous season and over the past five seasons, a coach's short-term and long-term compensation increased. Neither improvements in the team's academic performance, nor the number of major violations incurred under a coach's regime, affected a coach's compensation. (50 ref)-Second author is at Louisiana State University.

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While there has been increased scholarship in recent years on diversity in higher education, most of this research has failed to include 2-year institutions in its analyses. This study examined whether the racial composition of the community college student body is correlated with an institution’s normative climate toward three diversity outcomes: student conversations with racially different peers, student conversations with peers holding different beliefs, and student understanding of racially different others. The results indicate that having a more diverse student body had a positive, statistically significant relationship with each outcome. This finding suggests that community colleges, like 4-year institutions, can be positively influenced by enrolling a more racially heterogeneous student body.

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