Abstract
Professor Vincent Tinto opens this issue of the International Journal of the First Year in Higher Education by highlighting the importance of paying attention to students' experiences in the classroom. With the classroom experience of students in the United States college system firmly in mind, Tinto draws attention to what he calls the of effective classrooms. The classroom attributes he describes, such as clear expectations, timely support, feedback on assessment, engaging pedagogies and enhancing teaching skills, though drawn from the United States experience, are universal and as such are transferrable across national boundaries and applicable to higher education educators, leaders and policy makers globally. You can assess this universality by relating Tinto's criteria to your teaching environment.
Highlights
Professor Vincent Tinto opens this issue of the International Journal of the First Year in Higher Education by highlighting the importance of paying attention to students’ experiences in the classroom
With the classroom experience of students in the United States college system firmly in mind, Tinto draws attention to what he calls the “attributes of effective classrooms”. The classroom attributes he describes, such as clear expectations, timely support, feedback on assessment, engaging pedagogies and enhancing teaching skills, though drawn from the United States experience, are universal and as such are transferrable across national boundaries and applicable to higher education educators, leaders and policy makers globally
Professor Vincent Tinto is Distinguished University Professor at Syracuse University and until recently Chair of the Higher Education Program. He has carried out research and has written extensively on higher education, on student success and the impact of learning communities on student growth and attainment
Summary
Professor Vincent Tinto is Distinguished University Professor at Syracuse University and until recently Chair of the Higher Education Program. He has carried out research and has written extensively on higher education, on student success and the impact of learning communities on student growth and attainment. His most recent book, Leaving College, published by the University of Chicago Press, lays out a theory and policy
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