Making the Most of College: Students Speak Their Minds

By B. Millis. 2002

504 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ba35f31bcc9b726f3e19cc07b4784291adce704c

How researchers see this paper

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

In Education

Citations in the corpus

Experiential learning in teams (2005, result): “The abstract/concrete pairs performed significantly better on a simulated clinical case than the abstract pairs and slightly better than the concrete pairs, indicating the value of integrating the abstract and concrete dialectics of the learning cycle. However, a similar study by Sandmire, Vroman, a”
Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005, background): “Recent efforts to improve higher education, including reports from the National Research Council (Bransford, Brown, & Cocking 2000), the American Psychological Association (1997), and a number of other scholars (Baxter-Magolda, 1999; Boyatzis, Cowen, & Kolb 1995; Keeton, Sheckley, & Griggs 2002; Kin”
Principles of Effective Course Design: What I Wish I Had Known About Learning-Centered Teaching 30 Years Ago (2007, background): “Here is a sampler of the evidence supporting this proposition: First, at the conclusion of an extensive study of student learning, known as the Harvard Assessment Project, encompassing 1,600 student interviews and 65 faculty interviews at 25 colleges and universities, Richard Light (2001), the study”
Role of Student–Faculty Interactions in Developing College Students’ Academic Self-Concept, Motivation, and Achievement (2010, background): “Interactions between students and faculty members are inevitable and personal connections that emerge through advisement and mentoring are highly valued (Light, 2001).”
Numbers Are Not Enough. Why e-Learning Analytics Failed to Inform an Institutional Strategic Plan (2012, methodology): “Contemporary educational theorists emphasize the importance of peer to peer interaction for facilitating the learning process (Astin, 1993; Chickering & Gamson, 1987; Light, 2001; Tinto, 1998).”
Mining LMS data to develop an "early warning system" for educators: A proof of concept (2010, background): “This principle has been further elaborated by investigators such as Astin (1993) and Light (2001), who have demonstrated that robust and diverse peer networks are an important influencing factor on student study persistence and overall academic success.”
Towards a Better Understanding of Academic Acculturation: Second Language Students in Canadian Universities (2008, background): “Interestingly, many L1, first-year students express the same reluctance about interacting with faculty (Light, 2004), they rarely cite language proficiency as a reason, however.”
Academic Advising and First-Generation College Students: A Quantitative Study on Student Retention (2013, background): “According to Light (2001), ‘‘Good advising might be the single most underestimated characteristic of a successful college experience’’ (p. 81).”
The Impact of First-Year Seminars on College Students’ Life-long Learning Orientations (2013, unknown): “3) (Erickson, Peters, & Strommer, 2006; Keup & Petschauer, 2011; Kuh et al, 2005; Leskes & Miller, 2006; Light, 2001; Padgett & Keup, 2011).”
Why University Students Don't Read: What Professors Can Do to Increase Compliance. (2012, background): “Light (2001), in interviews with graduating Harvard seniors, was told that reading assignments, when accompanied by writing assignments shared with students in class prior to the discussion of the assignment, resulted in reading being given a high priority by students (p.”
The Benefits of Peer Leader Programs: An Overview from the Literature. (2012, background): ““A large fraction of students who underperform can be characterized as having left a support group they had in high school—often a support group crucial to their success in high school—without finding a new, similar group at college” (Light 2001, 98).”
Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class (2017, background): “When students spend time meeting in groups and participating in application activities, they are able to achieve deeper learning as well as develop skills such as writing and communication (Light, 2001).”
Academic tutors at the frontline of student support in a cohort of students succeeding in higher education (2009, background): “Interestingly, Light (2001) also highlights that students do not only discontinue their studies due to poor achievement, perceived drop-in performance is also pertinent.”
Quality and Frequency of Faculty-Student Interaction as Predictors of Learning: An Analysis by Student Race/Ethnicity (2004, background): “Other researchers connect faculty interaction with strengthening students’ critical thinking skills, teaching them “how to think rather than what to think,” or “learning to think like a professional” in one’s field (Light, 2001, p. 117).”
The Impact of Faculty and Staff on High-Risk College Student Persistence (2011, background): “Light (2001) recommended that every student be encouraged to get to know one faculty member each term.”
The Empirical Case against Large Class Size: Adverse Effects on the Teaching, Learning, and Retention of First-Year Students. (2007, background): “As Light (2001) observed in his interviews with first-year students:”