Patricia S. Herzog, Casey T. Harris, Shauna A. Morimoto, Shane W. Barker, Jill G. Wheeler, A. Justin Barnum, and Terrance L. Boyd
- Published in print:
- 2020
- Published Online:
- May 2020
- ISBN:
- 9780190934507
- eISBN:
- 9780197503478
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190934507.001.0001
- Subject:
- Psychology, Social Psychology
This book aids entering college students—and the people who support college students—in navigating college successfully. In an environment of information overload, where bad advice abounds, this book ...
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This book aids entering college students—and the people who support college students—in navigating college successfully. In an environment of information overload, where bad advice abounds, this book offers readers practical tips and guidance. The up-to-date recommendations in this book are based upon real students, sound social science research, and the collective experiences of faculty, lecturers, advisors, and student support staff. The central thesis of the book is that the transition to adulthood is a complex process, and college is pivotal to this experience. This book seeks to help young people navigate the college process. The student stories in this book highlight how the challenges that college students can encounter vary in important ways based on demographics and social backgrounds. Despite these varied backgrounds, getting invested in the community is crucial for college success for all students. Universities have many resources available, but students need to learn when to access which resources and how best to engage with people serving students through different roles and with distinct expertise. There is no single template for student success. Yet, this book highlights common issues that many students face and provides science-based advice for how to navigate college. Each chapter is geared toward college students with a focus on the life stage that many entering college students are in: emerging adulthood. In addition to the student-focused chapters, the book includes an appendix for parents and for academics, along with supplemental website materials of instructional activities related to the content of the book.Less
This book aids entering college students—and the people who support college students—in navigating college successfully. In an environment of information overload, where bad advice abounds, this book offers readers practical tips and guidance. The up-to-date recommendations in this book are based upon real students, sound social science research, and the collective experiences of faculty, lecturers, advisors, and student support staff. The central thesis of the book is that the transition to adulthood is a complex process, and college is pivotal to this experience. This book seeks to help young people navigate the college process. The student stories in this book highlight how the challenges that college students can encounter vary in important ways based on demographics and social backgrounds. Despite these varied backgrounds, getting invested in the community is crucial for college success for all students. Universities have many resources available, but students need to learn when to access which resources and how best to engage with people serving students through different roles and with distinct expertise. There is no single template for student success. Yet, this book highlights common issues that many students face and provides science-based advice for how to navigate college. Each chapter is geared toward college students with a focus on the life stage that many entering college students are in: emerging adulthood. In addition to the student-focused chapters, the book includes an appendix for parents and for academics, along with supplemental website materials of instructional activities related to the content of the book.
Lorelle J. Burton and Kathie J. McDonald
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199794942
- eISBN:
- 9780199914500
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199794942.003.0032
- Subject:
- Psychology, Social Psychology
Ongoing structural reform and evolution in the higher education sector continue to pose complex challenges for educators, including those who teach introductory psychology courses. One such challenge ...
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Ongoing structural reform and evolution in the higher education sector continue to pose complex challenges for educators, including those who teach introductory psychology courses. One such challenge is helping students to overcome the first-year hurdle and develop the core attributes required for success at tertiary level. Psychology educators are uniquely situated to help students develop these life-long learning skills by setting the development of “psychological literacy” as a principal aim of first-year courses. Psychological literacy can achieve this by developing critical thinking skills, problem solving skills, respect for diversity, and self-awareness. In fact, these core skills can provide the foundation for all students—not just psychology students—to achieve success. Because of this, there is potential for introductory psychology courses to become compulsory across all disciplines as a foundation block for commencing students. This would help students transition more seamlessly and have an excellent foundation for academic success, assisting universities to improve retention rates and achieve higher education participation targets set by government. In addition to this, compulsory psychological literacy development moves toward the university goal of creating “global citizens” and even beyond this to becoming a strategy for national agendas such as social inclusion. Pedagogical issues surrounding the appropriate content and methods of delivery required to develop psychological literacy warrant further collaborative discussion. In order to achieve quality learning and teaching within higher education, educators cannot ignore the potential of psychological literacy and psychology educators arguably have a responsibility to advocate its potential within their institution.Less
Ongoing structural reform and evolution in the higher education sector continue to pose complex challenges for educators, including those who teach introductory psychology courses. One such challenge is helping students to overcome the first-year hurdle and develop the core attributes required for success at tertiary level. Psychology educators are uniquely situated to help students develop these life-long learning skills by setting the development of “psychological literacy” as a principal aim of first-year courses. Psychological literacy can achieve this by developing critical thinking skills, problem solving skills, respect for diversity, and self-awareness. In fact, these core skills can provide the foundation for all students—not just psychology students—to achieve success. Because of this, there is potential for introductory psychology courses to become compulsory across all disciplines as a foundation block for commencing students. This would help students transition more seamlessly and have an excellent foundation for academic success, assisting universities to improve retention rates and achieve higher education participation targets set by government. In addition to this, compulsory psychological literacy development moves toward the university goal of creating “global citizens” and even beyond this to becoming a strategy for national agendas such as social inclusion. Pedagogical issues surrounding the appropriate content and methods of delivery required to develop psychological literacy warrant further collaborative discussion. In order to achieve quality learning and teaching within higher education, educators cannot ignore the potential of psychological literacy and psychology educators arguably have a responsibility to advocate its potential within their institution.
Blake R. Silver
- Published in print:
- 2020
- Published Online:
- January 2021
- ISBN:
- 9780226703862
- eISBN:
- 9780226704197
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226704197.001.0001
- Subject:
- Education, Higher and Further Education
Young people are told that college is a place where they will “make friendships that will last a lifetime.” What happens when students arrive on campus and enter a new social world? The Cost of ...
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Young people are told that college is a place where they will “make friendships that will last a lifetime.” What happens when students arrive on campus and enter a new social world? The Cost of Inclusion delves into this rich moment to explore the ways young people seek out inclusion and its emotive counterpart, a sense of belonging. To illuminate the college social scene, Blake R. Silver spent a year immersed in student life at a large public university. Silver paired ethnographic observation with in-depth interviews with first-year college students in order to understand how individuals searched for and frequently failed to find inclusion in the social realm of higher education. Students sought diverse extracurricular groups where they could connect with others from a variety of backgrounds. However, as many soon realized, finding a sense of belonging in these settings often came at a cost. To be included, students encountered pressure to conform to racist and sexist stereotypes. This book examines how culture shapes identity and self-presentation, generating inequality at the intersections of race and gender. Silver argues that a laissez faire approach to the extracurriculum is undermining student success and marginalizing women and racial/ethnic minority students on campus. Opportunities for colleges and universities to address these disparities are explored.Less
Young people are told that college is a place where they will “make friendships that will last a lifetime.” What happens when students arrive on campus and enter a new social world? The Cost of Inclusion delves into this rich moment to explore the ways young people seek out inclusion and its emotive counterpart, a sense of belonging. To illuminate the college social scene, Blake R. Silver spent a year immersed in student life at a large public university. Silver paired ethnographic observation with in-depth interviews with first-year college students in order to understand how individuals searched for and frequently failed to find inclusion in the social realm of higher education. Students sought diverse extracurricular groups where they could connect with others from a variety of backgrounds. However, as many soon realized, finding a sense of belonging in these settings often came at a cost. To be included, students encountered pressure to conform to racist and sexist stereotypes. This book examines how culture shapes identity and self-presentation, generating inequality at the intersections of race and gender. Silver argues that a laissez faire approach to the extracurriculum is undermining student success and marginalizing women and racial/ethnic minority students on campus. Opportunities for colleges and universities to address these disparities are explored.
Tim Clydesdale
- Published in print:
- 2007
- Published Online:
- February 2013
- ISBN:
- 9780226110653
- eISBN:
- 9780226110677
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226110677.003.0006
- Subject:
- Sociology, Education
Culturally mainstream American teens are, by the end of the first year out, more cognitively sharper and more skilled in adapting to new organizations, than they were before but are largely immune to ...
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Culturally mainstream American teens are, by the end of the first year out, more cognitively sharper and more skilled in adapting to new organizations, than they were before but are largely immune to intellectual curiosity and creative engagement. Educationally, then, the glass is neither empty nor full. It is half-empty for those who want the first year out to be about intellectual curiosity and creative engagement, and it is half-full for those who want the first year out to be about becoming smarter and successfully adapting to new formal organizations. This chapter describes the educational preparation of high school seniors, the educational experiences of first-year students, and the cultural mismatch between educator hopes, student experiences, and public perceptions.Less
Culturally mainstream American teens are, by the end of the first year out, more cognitively sharper and more skilled in adapting to new organizations, than they were before but are largely immune to intellectual curiosity and creative engagement. Educationally, then, the glass is neither empty nor full. It is half-empty for those who want the first year out to be about intellectual curiosity and creative engagement, and it is half-full for those who want the first year out to be about becoming smarter and successfully adapting to new formal organizations. This chapter describes the educational preparation of high school seniors, the educational experiences of first-year students, and the cultural mismatch between educator hopes, student experiences, and public perceptions.
Alex Reid
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780226469317
- eISBN:
- 9780226469591
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226469591.003.0015
- Subject:
- Education, Educational Policy and Politics
Expectations about the role that MOOCs might play in higher education remain intertwined with conventional understandings of how learning happens and might be measured. Another approach to online ...
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Expectations about the role that MOOCs might play in higher education remain intertwined with conventional understandings of how learning happens and might be measured. Another approach to online pedagogy might begin with the premise that changing the technologies with which faculty and students work will alter their capacities for teaching and learning. This approach might be termed “posthuman” for the way it shifts the focus from individual humans to their media environments. Taking up the classical, rhetorical concepts of kairos and metanoia (opportunity and regret), this chapter investigates MOOCs not as a mechanism for solving existing educational challenges but rather as creating an environment in which pedagogy must be reinvented. The chapter looks specifically at two MOOCs designed to teach first-year composition and then turns to practices in video games to develop a practice of prospecting, of searching for and constructing new learning practices.Less
Expectations about the role that MOOCs might play in higher education remain intertwined with conventional understandings of how learning happens and might be measured. Another approach to online pedagogy might begin with the premise that changing the technologies with which faculty and students work will alter their capacities for teaching and learning. This approach might be termed “posthuman” for the way it shifts the focus from individual humans to their media environments. Taking up the classical, rhetorical concepts of kairos and metanoia (opportunity and regret), this chapter investigates MOOCs not as a mechanism for solving existing educational challenges but rather as creating an environment in which pedagogy must be reinvented. The chapter looks specifically at two MOOCs designed to teach first-year composition and then turns to practices in video games to develop a practice of prospecting, of searching for and constructing new learning practices.
Herzog Patricia
- Published in print:
- 2020
- Published Online:
- May 2020
- ISBN:
- 9780190934507
- eISBN:
- 9780197503478
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190934507.003.0001
- Subject:
- Psychology, Social Psychology
Chapter 1 explains how social science can help students navigate college. Beginning with illustrative student case studies, the introductory chapter describes how social, economic, and cultural ...
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Chapter 1 explains how social science can help students navigate college. Beginning with illustrative student case studies, the introductory chapter describes how social, economic, and cultural changes over the last several decades resulted in the new life course stage called “emerging adulthood.” Emerging adults today are different from the entering college students of the past, which means that today’s students’ experiences are markedly distinct from that of their parents and grandparents. Detailing these differences across generations of entering college students, this chapter discusses the implications of these changes for understanding entering college students today. This chapter also introduces and summarizes the content of the subsequent book chapters.Less
Chapter 1 explains how social science can help students navigate college. Beginning with illustrative student case studies, the introductory chapter describes how social, economic, and cultural changes over the last several decades resulted in the new life course stage called “emerging adulthood.” Emerging adults today are different from the entering college students of the past, which means that today’s students’ experiences are markedly distinct from that of their parents and grandparents. Detailing these differences across generations of entering college students, this chapter discusses the implications of these changes for understanding entering college students today. This chapter also introduces and summarizes the content of the subsequent book chapters.
Herzog Patricia
- Published in print:
- 2020
- Published Online:
- May 2020
- ISBN:
- 9780190934507
- eISBN:
- 9780197503478
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190934507.003.0002
- Subject:
- Psychology, Social Psychology
Chapter 2 contextualizes emerging adulthood and changing life course development processes within larger economic, social, and cultural trends. Within this context, this chapter discusses the role of ...
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Chapter 2 contextualizes emerging adulthood and changing life course development processes within larger economic, social, and cultural trends. Within this context, this chapter discusses the role of contemporary higher education in understanding and adapting to those changes. The chapter explains how changes that created the elongation of life course development, including longer periods of transition into adulthood, help to make sense of modern college students. Students learn how experiences with moving, changing identities, picking an academic path, as well as romantic partnering and breakups, all fit within the life stage tasks of establishing identity while forming intimate and durable relationships. Achieving a better grasp of how transitioning into adulthood looks for young people today helps students understand themselves, meet their needs, and explain themselves to others.Less
Chapter 2 contextualizes emerging adulthood and changing life course development processes within larger economic, social, and cultural trends. Within this context, this chapter discusses the role of contemporary higher education in understanding and adapting to those changes. The chapter explains how changes that created the elongation of life course development, including longer periods of transition into adulthood, help to make sense of modern college students. Students learn how experiences with moving, changing identities, picking an academic path, as well as romantic partnering and breakups, all fit within the life stage tasks of establishing identity while forming intimate and durable relationships. Achieving a better grasp of how transitioning into adulthood looks for young people today helps students understand themselves, meet their needs, and explain themselves to others.
Marilyn Watson
- Published in print:
- 2018
- Published Online:
- August 2018
- ISBN:
- 9780190867263
- eISBN:
- 9780190867294
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190867263.003.0003
- Subject:
- Psychology, Developmental Psychology
This chapter provides an introduction to Laura’s classroom and her students. A transcription of a class meeting in which the students describe their out of school lives and the neighborhood in which ...
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This chapter provides an introduction to Laura’s classroom and her students. A transcription of a class meeting in which the students describe their out of school lives and the neighborhood in which they live provides a view of the students’ lives outside of school at the time they entered the class. The physical setup of the classroom is described and each of the students is introduced with a brief description as viewed during the first week of school.Less
This chapter provides an introduction to Laura’s classroom and her students. A transcription of a class meeting in which the students describe their out of school lives and the neighborhood in which they live provides a view of the students’ lives outside of school at the time they entered the class. The physical setup of the classroom is described and each of the students is introduced with a brief description as viewed during the first week of school.