The Academic Learning Center “is dedicated to supporting students who seek to strengthen their academic deficiencies through student focused interventions in order to build academic confidence and success.” (“Ruth”). This service is incorporated in the tuition and fees that are paid each semester to the college. From peer advisers to tutors to assistance with time management, an Academic Learning Center is a valuable resource for the struggling college student. The comprehensive learning of higher education is unlike the shallow education of high school. Therefore, by visiting campus learning centers, struggling students can better understand the quality of work that is expected from
This process is best explained by the work of Chickering and Reisser (1993), who recognized seven vectors that college students move through on their journey towards establishing their identity. During my first year of college, I experienced the first two vectors, developing competence and managing emotions (Chickering & Reisser, 1993). When I entered college I exhibited a lack of confidence in my abilities and knowledge about how to navigate all aspects of university life. However, by receiving support from Marley and the SOS office, I gained more confidence in my academic ability and obtained the skills needed to be successful in college, which caused me to progress to the next vector, managing
According to Duffy (2004) it is important for the mentor to facilitate learning needs and assessment by giving the student the opportunity to reflect on their learning needs and assess themselves. It is also arguable that it is important for a student to identify their own learning needs and self-assessment but the mentor needs to adhere to assessment process in order to provide fair and accurate assessment (Walsh 2014). The most important role of a mentor is to assess the progress of a student accurately and identify the learning needs and problems which the student is encountering on a placement at an early stage. (Philips et al 2000). To assess accurately and holistically a mentor should be able to assess the student’s competency through measurable assessment tools and to do assessment process accurately (Embo et al 2015).
Ortiz (1995) an Evans et al. (1998) present that knowing Students Development Theories can help higher education personnel (staff, faculty, and administrators) to provide better programs and services base on student diversity and particularities. Student Development theories generally fall into four broad categories, each of which represents different perspectives on the students: 1. Psychosocial Theories (Arthur Chikering and Linda Reisser, 1993) focus on the personal and interpersonal aspects of students ' lives as they accomplish various developmental tasks, or resolve the inevitable crises that
Students who are over 24, self-supporting, working full time, and who are raising families are nontraditional students. Each of those factors make it more difficult for a non-traditional student to complete their college courses (reference two, year). Even students who are enrolled after high school, and who succeeded in high school, face challenges when they get to college (reference three, year). What can institutions, faculty, and students do to improve those graduation rates? The answer is different based on the challenges that a student faces.
CRITICAL THINKING AN EFFECTIVE ATTRIBUTE FOR SUCCESS IN UNIVERSITY STUDIES INTRODUCTION Critical thinking is an imperative skill to acquire for university success and life in general (Wallace & Schirato, 1999). Thinking critically means being able to be aware, make connection with your learning to the world, question and be able to engage with the information you are taking in (Brookfield, 1987). This essay seeks to find out if critical thinking assists university students to succeed in their studies. It will firstly provide explanation on what is actually meant by thinking critically and how one can achieve it. Secondly, evidence will be provided as to whether critical thinking helps with university studies.
In educational institutions, success is measured by academic performance. Students encounters a lot of pressures and challenges in the academic environment as they pursue to keep up the best performance or even to continue in the academic program. Good academic leads to offer more career choices and job security. Students vary in their performance levels. They receive and process information differently.
This study sought student input whether participation helped or hindered academic learning. A clearer understanding of the life-long effects of extracurricular activities was sought as a source of information to substantiate benefits derived from current programs used to supplement the core curriculum. This study is highly beneficial to educators, parents, and students. This study provide them information to assist in making more informed choices in their high school activities. SCOPE AND