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

By Ernest T. Pascarella, P. Terenzini. 2005

3,811 citations recorded by the source corpus.

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Citations in the corpus

Student aid and its role in encouraging persistence (2009, background): “Theoretical models and empirical studies advanced by Tinto (1975, 1993), Bean (1983), Pascarella and Terenzini (1980, 1983, 1994, 2005), and Braxton (2000, 2004) are representative of these lines of inquiry.”
College diversity courses and cognitive development among students from privileged and marginalized groups. (2009, methodology): “…evidence has shown that the N2 score is reliable ( .77 to .81; Rest et al., 1999; University of Minnesota, n.d.), and the N2 and its predecessor (the P-score) predict a variety of forms of moral thinking and behavior (for a synthesis of this literature, see Pascarella & Terenzini, 1991, 2005).”
Student Engagement and Student Learning: Testing the Linkages* (2006, background): “Searching for conditional effects is important, because it is likely that the impact of college on student learning and personal development will be underestimated if conditional effects are neglected (Pascarella and Terenzini, 1991, 2005).”
Fittin' In: Do Diverse Interactions with Peers Affect Sense of Belonging for Black Men at Predominantly White Institutions? (2008, methodology): “The CSEQ has been shown to be consistently reliable and valid (Pascarella & Terenzini, 2005).”
Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty–Student Interaction Outside the Classroom (2010, background): “While the first year of college has been identified as especially critical to longerterm student outcomes (Pascarella & Terenzini, 2005), the research evidence also suggests that students may be more likely to engage with faculty members as they advance through their Pedagogical Signals 15 A…”
The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach (2009, methodology): “Living on campus rather than off campus increases the probability of persistence by 4.5%: a finding that has been confirmed in past studies of persistence (Astin 1993; Pascarella and Terenzini 2005; Seidman 2005).”
Descriptive Summary of 2003-04 Beginning Postsecondary Students: Three Years Later (2008, background): “Related Studies The standard works on college student retention are by Tinto (1993) and Astin (1993). More recently, Pascarella and Terenzini (2005) have provided a comprehensive review of a decade of research on the persistence and attainment of college students.”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, background): “…1993a; Bean 1980; Endo and Harpel 1982; Kim and Sax 2009, 2011; Pascarella and Terenzini 1976, 1977, 1978, 1979; Terenzini and Pascarella 1977, 1978, 1980; Volkwein et al. 1986), stronger commitment to graduate (Pascarella and Terenzini 2005), and gains in vocational preparation (Kuh and Hu 2001).”
The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions (2013, methodology): “With previous research linking students’ perceptions of their educational experience with their level of engagement while in the program (Pascarella & Terenzini, 2005), teacher education programs would be well served to foster significant student engagement given the association found in this study…”
Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness (2006, background): “…perform well on measures of student engagement compared to other types of colleges and universities (Astin, 1993, 1999; Hu & Kuh, 2003; Kuh, 2003; Kuh & Hu, 2001; National Survery of Student Engagement, 2000, 2001, 2002; Pascarella, Wolniak, Cruce, & Blaich, 2004; Pascarella & Terenzini, 2005).”
Critical Thinking Across the Curriculum: A Vision (2016, unknown): “So a Cohen’s d of 0.55 (Pascarella and Terenzini 2005) would roughly represent a difference of about 2.75 (0.55 9 5) average number of items of improvement on this test.”
Exposure to Effective Instruction and College Student Persistence: A Multi-Institutional Replication and Extension (2011, methodology): “social systems of a college or university ( Pascarella & Terenzini, 2005 ).”
Importance of, Responsibility for, and Satisfaction With Academic Advising: A Faculty Perspective (2008, background): “According to Pascarella and Terenzini (2005) , academic advising can directly affect students’ persistence and probability of graduating, or have indirect effects through grades, intentions, or satis fac tion with the student role.”
Exploring cultural differences in critical thinking: Is it about my thinking style or the language I speak? (2010, background): “Pascarella and Terenzini (2005) summarized various definitions of critical thinking in the literature and suggested that college-level critical thinking skills include identifying assumptions behind an argument, recognizing important relationships, making correct references from data, drawing…”
Explorations Using the Social Change Model: Leadership Development among College Men and Women (2006, background): “Additionally, given the strong role that peer interaction plays in college outcomes-based research (Pascarella & Terenzini, 2005), providing opportunities for college men and women to work together in leadership development initiatives may provide a powerful developmental tool.”