REACHING HIGHER: UNDERSTANDING STUDENT DEVELOPMENT AND DEPARTURE

Camila Quevedo Oppelt

doi:10.4013/entr.2019.131.07

Abstract

Since its foundation, post-secondary institutions have demonstrated a concern to the high rates of student departure which have led to a proliferation of studies focused on college students’ interest and retention in the 1970s (ASTIN, 1975; COPE e HANNAH, 1975; LENNING, 1978; TINTO, 1975). Concentrating on the institutions’ role, this study aims at—in a historical perspective—finding out: (i) how have institutions been viewing student interest and attrition and how (and if) they have been acting upon it, and (ii) if student academic failure has been in any way seen as related to it. It was observed that is through programs of academic and student leadership and discussion panels that students are given the opportunity to engage in the college community—learning with and from their peers.

Highlights

Since its foundation, post-secondary institutions have demonstrated a concern to the high rates of student departure which has led to a proliferation of studies focused on college students’ interest and retention in the 1970s (ASTIN, 1975; COPE; HANNAH, 1975; ArtigoLENNING, 1978; TINTO, 1975)
Post-secondary institutions have demonstrated a concern to the high rates of student departure which has led to a proliferation of studies focused on college students’ interest and retention in the 1970s (ASTIN, 1975; COPE; HANNAH, 1975; 1 Doutora em Linguística Aplicada (Unisinos); professora de Português e Inglês do IFFar (Campus Frederico Westphalen) e tutora à distância do curso de Pedagogia do IFSul (Campus Pelotas)
Many are the procedures being adopted by educational institutions including the establishment of departments and divisions responsible for student development and student academic success

Summary

Introduction

Post-secondary institutions have demonstrated a concern to the high rates of student departure which has led to a proliferation of studies focused on college students’ interest and retention in the 1970s Many are the procedures being adopted by educational institutions (as the University of Wisconsin at Oshkosh and EAB Awards mentioned below) including the establishment of departments and divisions responsible for student development and student academic success. Focusing on these issues and concentrating on the institutions’ role, this study aims at—in a historical perspective—finding out how united statesian institutions have been viewing student interest and attrition and how (and if) they have been acting upon it

Theory and Practice

An Expert’s Insight

Then and Now

The Setting

Findings

Final Remarks