Sharing College Knowledge

Abstract

While undergraduate enrollment is increasing among historically underrepresented students, completion rates remain lower than their peers. A lack of college knowledge may be partly responsible. We used Gardner, Csikszentmihalyi, and Damon’s (2001) Good Work model to develop 2 programs to introduce historically underrepresented students to the expectations of college, that is, to improve their college knowledge. Assessment data (n = 44 in Program 1; n = 50 in Program 2) showed that while the programs were only somewhat effective at improving students’ understanding of what it means to do academic good work, students valued participating in the program.
 Authors’ Note
 We would like to thank Ms. Elizabeth G. Lucas and Dr. Joan F. Miller, Professor Emeritus, Department of Nursing, Bloomsburg University of Pennsylvania for their support of our university’s Good Work Initiative. We also thank the General Psychology Teaching Assistants, as well as the faculty and staff of Bloomsburg University of Pennsylvania who volunteered to help implement the Good Work reflective sessions. In addition, we extend our gratitude to Dr. Irvin Wright and Dr. Kristin Austin of the ACT101/Educational Opportunity Program for their support. Finally, we are indebted to Dr. Howard Gardner and his colleagues at Project Zero, including Wendy Fischman, Lynn Barendsen, Margot Locker, Paromita De, and Daniel Mucinskas for their thoughtful consultation and encouragement.