This article discusses various ways for student affairs professionals, faculty, educators, and policymakers to contribute to the personal, academic, and professional development of international graduate students in the U.S. higher education within their functional areas and their expertise. By highlighting the culturally sensitive support and…

Academic personnel who were first-generation college students (FGS) are uniquely positioned to consider the questions these students often have about the college experience. Academia needs first-generation and working-class voices to diversify an academic culture that is often socially stratified. As more FGS enroll in colleges and universities,…

Drawing on interviews with first-generation college students (FGS), the author argues that the students' culture affects college attendance and success. Although FGS often have a vocational perspective to college, the author found that they seek meaningful work with good pay. The author also suggests that good decision making, academic…

The contemporary conception of learning communities addresses modern problems, but its roots are in early 20th-century reform movements. Combining curricular structure and some pedagogical insights from these earlier experiments and much theory about the teaching/learning processes from John Dewey, learning communities provide an economically…

Faculty learning communities have many attributes that can contribute to the successful preparation of graduate students as future faculty members. (Contains 1 table.)

Explores the characteristics and attitudes of faculty participating in college learning communities, what faculty value about the experience, opportunities for intellectual inquiry offered by the models, issues encountered in teaching in this context, and implications for the future of faculty work. (MSE)

Examines how the structure of learning communities shapes the teaching/learning task, and describes the kind of pedagogical adjustments that learning communities demand of students and faculty. Notes that the structure creates avenues for intellectual and pedagogical exploration; the attitude of shared inquiry and mutual, responsible community can…

Programs for faculty and teaching assistants at eight universities were designed to address the instructional needs of increasingly diverse student populations. Common elements of success included institutional commitment, administrative support, faculty involvement, active learning strategies, facilitator training, and evaluation. The programs…

Explores the relationship between service learning and organizational commitment by examining the complexities of faculty and organizational culture, including administrative support, campus familiarity with course-based service, financial support, the nature of faculty involvement, and faculty work and rewards. Makes practical suggestions for…

Faculty members in the future need to develop special sensitivities and alternative teaching strategies to be responsive to an increasingly diverse student body. Characteristics of nontraditional students, ways to help students achieve success, teaching methods, etc. are discussed. (Author/MLW)

Discusses what has been learned about students in college learning communities, and their progress and problems in the programs. Addresses topics including student attitudes and characteristics, retention, achievement, intellectual development, what students value about the communities, developmental changes occurring during the program, and life…

Key institutional, social, and psychological factors that may be visible or invisible barriers to women and ethnic minorities seeking academic careers are examined, drawing on recent literature. Recommendations for change at the elementary, secondary, postsecondary, and graduate levels are offered. (MSE)