How College Affects Students: Volume 2 A Third Decade of Research

By Kimberly C. Thornbury. 2006

542 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/17795c99811beafeda892243b448067d78556226

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education (2016, background): “Pascarella and Terenzini (2005) note that peer relations are an important aspect of students’ college experience, because students’ interactions with peers mediate a number of key educational outcomes including changes in values and attitudes.”
Faculty-Student Interaction Outside the Classroom: A Typology from a Residential College (2007, background): “In their meta-analyses of the higher education literature, Pascarella and Terenzini (1991, 2005) identified a number of studies (Avalos, 1994; Berger, 1997; Kuh & Hu, 2001) that support a correlation between faculty-student interaction and positive student outcomes.”
Moving from Marketization to Marketing of Higher Education: The Co-Creation of Value in Higher Education. (2014, background): “Pascarella and Terenzini (2005) describe this area as including both students’ “self-systems” (e.g., identity, self-concepts, locus of control, well-being) and “relational systems” (e.g., nature of relationships and interactions).”
Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status (2009, methodology): “Since research has demonstrated that student–faculty interaction is linked to a variety of student educational outcomes (Astin 1977, 1993; Pascarella 1980; Pascarella and Terenzini 2005; Sax et al. 2005), this study employed multiple outcome measures.”
Engaging online learners: The impact of Web-based learning technology on college student engagement (2010, unknown): “Years of research has shown that what students do during college counts more in terms of learning outcomes than who they are or even where they go to college (Austin, 1993; Kuh, 2004; Pace, 1980; Pascarella & Terenzini, 2005).”
The Impact of Faculty and Staff on High-Risk College Student Persistence (2011, background): “Most research on student interactions with faculty has been conducted using large-scale student surveys focused on the frequency, quality, timing, and academic nature of those interactions (Astin, 1993; Cox & Orehovec, 2007; Kuh & Hu; Pascarella & Terenzini, 1991, 2005).”