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Leslie Camacho

The National Career Development Association - 1 views

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    In a time of increasing competition and economic pressures, employers are faced with difficult recruitment and retention challenges. Learning Plans are a tool used by many organizations to link business needs with individual career development interests, thus potentially engaging and retaining employees for longer periods. Learning plans benefit both employers and employees, as they build a sense of ownership and motivation through communication and negotiation. Self-directed learning allows employees to take responsibility for their own learning and career development, as it involves a level of personal investment. Employers reap the benefits through supporting and investing in their employees, which leads to an increase in skill development, motivation, and productivity. How did Learning Plans come about?
Leslie Camacho

New study tracks student transfers - Inside Higher Ed - 6 views

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    "Invisible Transfer Students February 28, 2012 - 3:00am By Mitch Smith Enrollment managers have long spoken about the mobility of students, citing the high number of credits transferred in and out of their colleges and grumbling that federal graduation rate calculations fail to account for those transient degree-seekers. Data released today by the National Student Clearinghouse back those assertions, showing that a third of those who were first-time college students in 2006 had attended at least one other institution by summer 2011. The study followed 2.8 million full- and part-time students of all ages at every type of institution. Students were counted as transfers if they enrolled at a second institution before earning a degree. Thus, students who moved to a four-year institution after earning an associate degree were not counted, but university students who took a community college class over the summer were. High school students who enrolled in concurrent enrollment courses were not counted as transfers. The Clearinghouse researchers found that a quarter of those who transferred did so more than once and that the greatest number of moves, 37 percent, took place in a student's second year. It also found that 43 percent of transfers were to public two-year institutions, making them the most common transfer destination for students from every type of institution except other public two-year colleges. This study, unique in including part-time students and in following students who might transfer several times, joins a small but growing body of research on the mobility of students. The findings don't surprise Clifford Adelman, a senior associate with the Institute for Higher Education Policy whose research agenda includes national transfer patterns. Loyalties to a particular institution or location, which can discourage transferring, have long been eroding, Adelman said. He calls the phenomenon "geomobility" and said it has called attention to ineffi
Leslie Camacho

7 Community Colleges Try an Online Doorway to Help Students Succeed - Online Learning -... - 1 views

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    "There are two things Clint McElroy knows about community-college students: A huge number of them don't stay in school. And many of them-who are often the first in their families to go to college, and who must juggle work and parenting-don't understand how to balance all those demands while studying at the college level."
Leslie Camacho

What Spurs Students to Stay in College and Learn? Good Teaching Practices and Diversity... - 0 views

  • Good teaching and exposure to students from diverse backgrounds are some of the strongest predictors of whether freshmen return for a second year of college and improve their critical-thinking skills,
  • How College Affects Students, and they sought on Sunday to synthesize what recent research says about student learning, while also weighing in on recent controversies in higher-education research.
  • The likelihood that freshmen returned to college for their sophomore year increased 30 percent when students observed those teaching practices in the classroom. And it held true even after controlling for their backgrounds and grades. "These are learnable skills that faculty can pick up," Mr. Pascarella said.
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  • Good teaching
  • defined
  • how well the teacher organized material, used class time, explained directions, and reviewed the subject matter.
  • Exposure to students of diverse backgrounds was measured
  • he gains in critical-thinking skills over four years were strongest for students who entered college with weaker academic backgrounds, defined as those with scores of 27 or lower on the ACT college-entrance examination.
  • He also sought to replicate the findings of Academically Adrift, the blockbuster book released this year that argues that 36 percent of college students show no significant gains in learning between freshman and senior year. The book's authors, Richard Arum, of New York University, and Josipa Roksa, of the University of Virginia, also found that just under half of students wrote papers of 20 pages or more each semester and that they spent 13 to 14 hours per week studying.
  • November 6, 2011 What Spurs Students to Stay in College and Learn? Good Teaching Practices and Diversity. By Dan Berrett
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    "Good teaching and exposure to students from diverse backgrounds are some of the strongest predictors of whether freshmen return for a second year of college and improve their critical-thinking skills, say two prominent researchers."
Leslie Camacho

Improving Graduation Rates Is Job One at City Colleges of Chicago | Inside Higher Ed - 0 views

  • If low graduation and student transfer rates at City Colleges of Chicago don’t start improving, the system’s leaders could lose their jobs. That’s because the formal job responsibilities of the chancellor, presidents and even trustees include graduation rate goals.
Leslie Camacho

News: Low-Hanging Fruit - Inside Higher Ed - 0 views

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    WASHINGTON -- Whether they called them "near-completers" or "ready adults" or "stop-outs," the educators and policy experts gathered here today agreed that people who have earned most but not all of the credits they need for a college degree should receive more attention.
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