Group items tagged

From the Department of Life Sciences, Santa Rosa Junior College. This page identifies strategies to help students be successful as students. Similar sites are also bookmarked, see success tag.

LC used this site as part of her unit on student success.

From the Academic Support Center of Cuesta College. Strategies for student success. For similar, see tag success.

LC used this site for her unit on student success.

From the Online Advising and Educational Planning office of Walla Walla Community College. For similar pages, see the success tag.

LC used this page in a unit on student success.

By Jerome R. Breitenbach, California Polytechnic State University, 1997. Tips on being a successful student. For similar pages, see success tag.

LC used this site as part of her unit on student success.

From the Student Learning Assistance Center, Texas State University, 2002. This is an actual checklist for students, analyzing their study skills. For similar, see tag success.

LC used this site in her unit on study skills.

TED2005, filmed Feb 2005, posted Dec 2006. St. John interviews a variety of "TED-sters" to learn their secrets of success, which are condensed into 8 points in this very brief talk,.

TS showed this TED talk and then asked her students to identify the thesis statement, week 3, semester 4.

Part of TED2001, filmed Feb 2001 and posted March 2009. Coach John Wooden of UCLA was one of the winningest coaches in basketball. According to the description, in this talk, "Wooden redefines success and urges us all to pursue the best in ourselves."

RO showed this video in class that looked at student success and paragraph structure, week 6, semester 4.

Patrick Bahls in The WAC Journal, Vol 20, Nov 2009. Bahls, a professor at UNC-Asheville, writes of the success he's had with a poetry assignment for his pre-calc and calculus students. He cites that much of one's success with math (especially advanced math) comes from confidence and finds the "language" of math to be both cumbersome and outdated for most students. The examples of student poetry (and their reactions to the assignment) are also provided as evidence.

This is a really interesting article, and the poetry is both thoughtful and creative. I wonder what both math and writing faculty think of this idea. Has anyone tried something similar in their classrooms? Great cites (and nice poem) on math anxiety. -- Stephanie

Posted on the blog The Lazy Way to Success by Fred Gratzon.

LH used this in Week 11, semester 3 as an example of how a writer must define his/her own terms.

By Joshua Kim of the blog BlogU, part of Inside Higher Ed, March 29, 2010. Kim reflects on the more successful online learning experiences that he's taken part in, and points to three attributes that made these experiences successful. The comments section also provides some interesting links.

Achieving the Dream: Community Colleges Count. Cutting Edge Series No. 1 (2011) Guide is based on findings from Public Agenda's research into practices for engaging full-time and adjunct faculty in institutional change efforts toward increasing student success as community colleges.

By John N. Gardner and Betsy O Barefoot; 10th edition published by Bedford/St. Martin's, 2012.

ME asked about teaching the concept of Emotional Intelligence (EI) and BT recommended this book. She used Chapter 3, in particular.

Published by the Center for Community College Student Engagement (CCCSE), 2012. This is the first of three annual reports to look at "strategies that appear to be associated with a variety of indicators of student progress and success." For more on this project, follow the tag CCCSE.

A collection of related studies looking at college completion and student success from the ECS Research Studies Database. Studies are from a variety of sources -- not the ECS (e.g. Journal of Higher Education, National Bureau of Economic Research, and American Educational Research Journal).

Center for Student Success (CSS) is part of the Research and Planning Group for California Community Colleges (the RP group). This is a database of nearly 300 case studies.

Jointly authored by researchers, faculty, and administrators from The Center for Student Success and the RP group (the Research and Planning Gropu for California Community Colleges), March 2007.

Full text of this article is available in GSCC Polilogue. Login required.

Dr. Vincent Tinto is a professor in the School of Education at Syracuse University. His most recent book, Leaving College (also tagged), "lays out a theory and policy perspective on student success that is considered the benchmark by which work on these issues are judged."

Tinto is quoted by RO, in terms of show students how important community and connection are to being successful in college.

Excerpted from On Course, Study Skills: Strategies for Creating Success in College and in Life, by Skip Downing, posted on Google Books.

RO used this case study in class for discussion and to generate a writing assignment, week 3, semester 4.

by Jon Marcus on The Hechinger Report, December 26, 2011. Open University, a successful British online public university to be used as a model in the U.S. The goal is to help students who are intimidated by higher education adapt to and succeed in college. Next Generation Learning Challenges, a Gates funded initiative, will adapt two free Open University, at-your-own-pace online courses for use at about a dozen U.S. colleges and universities this academic year: one to help students be more comfortable with math so they do better on placement tests or move more quickly through remedial courses, and another to teach students skills to prepare them for college.

By Josh Fischman, and part of The Chronicle (of Higher Education's) 2011 Special Report on Online Learning, published Nov 6 2011. Central Piedmont Community College developed an Online Student Portal learning system to improve retention among its students. They have had success with the system (in use 2004-2008). Now, with a Next Gen grant, they will roll the system out to 6 additional local schools to see if they can match the retention improvements. The system is based both on learning styles and on frequent intervention by students and counselors.