How College Affects Students (Vol. 2): A Third Decade of Research (review)

By Tracy C. Davis. 2006

515 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/da6243659eeae64d5b079e5c1bed5965beb1e2a6

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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.”
Student learning experience as indicator of teaching quality (2012, methodology): “Others argue that teaching skills of the teacher are equally important for teaching effectiveness (e.g. Hattie 2003; Pascarella and Terenzini 2005).”
First-Year Students’ Plans to Volunteer: An Examination of the Predictors of Community Service Participation (2007, background): “…and social—and each of these categories represents an area of student development that is highly valued by college administrators and educators (pascarella & terenzini, 1991, 2005). educationally, students who participate in community service receive better grades (e.g., tartter, 1996),…”
Impacts of Good Practices on Cognitive Development, Learning Orientations, and Graduate Degree Plans During the First Year of College (2006, methodology): “A synthesis of the research on the impacts of college conducted during the decade of the 1990s found that the implementation of a variety of instructional and learning approaches enhances the development of students well beyond traditional approaches alone (Pascarella & Terenzini, 2005).”
How College Affects Students: Ten Directions for Future Research (2006, methodology): “This subset of studies is distinguish able from the larger body of research primarily by its specific concern with identifying causal linkages between various aspects of the postsecondary experience and different dimen sions of student development (Pascarella & Terenzini, 1991, 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…”
Referral, Enrollment, and Completion in Developmental Education Sequences in Community Colleges. CCRC Working Paper No. 15. (2008, background): “Gender, race/ethnicity, age, and cohort differences are commonly identified as determinants of postsecondary outcomes (Choy, 2002; Pascarella & Terenzini, 2005).”
The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students (2013, background): “…least one of three factors: they are constrained to small samples at a single institution, they do not measure change over time, or they account for few, if any, factors that might also contribute to the identified effect (Pascarella & Terenzini, 2005; Twombly, Salisbury, Tumanut, & Klute, 2012).”
Effects of Attending a 2-Year Institution on African American Males' Academic and Social Integration in the First Year of College (2006, background): “…a plethora of researchers have conducted research exploring the effects of attending a 2- year institution (e.g., community college) versus a 4-year institution on students’ educational outcomes (Dougherty, 1992; Pascarella, 1999; Pascarella & Terenzini, 1991, 2005; Whitaker & Pascarella, 1994).”
An Examination of Persistence Research Through the Lens of a Comprehensive Conceptual Framework (2009, methodology): “Students in the STEM fields are more likely to persist to degree than are students majoring in education or the social sciences (Adelman, 1999; Leppel, 2002; Pascarella & Terenzini, 2005).”
Can 1st-Year College Students Accurately Report Their Learning and Development? (2010, background): “…is reliable (a 5 .77 to .81; Rest et al., 1999; University of Minnesota, Center for the Study of Ethical Development, 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, 2005).”
Disequilibrium and Resolution: The Nonlinear Effects of Diversity Courses on Well-Being and Orientations toward Diversity (2010, background): “However, this study covers a small subset of the potential benefits that may accrue from a curriculum that covers issues of race, ethnicity, gender, sexual orientation, and social justice (Astin, 1993; Hurtado, 2001, 2004; Pascarella & Terenzini, 2005).”
How Does Grit Impact College Students' Academic Achievement in Science?. (2016, methodology): “Our study supports earlier findings that prior academic achievement is the most reliable predictor of student success in college, especially at the two-year college or CEGEP level (Duckworth et al., 2007; Gottfredson, 1997; Hartigan & Wigdor, 1989; Pascarella & Terenzini, 2005).”
College Diversity Experiences and Cognitive Development: A Meta-Analysis (2010, background): “Indeed, according to the most comprehensive review of college student development research to date (Pascarella & Terenzini, 2005), a substantial proportion of the observed effects of college experiences would be considered “small” by Cohen’s general classification.”
Collaborative Learning and Critical Thinking: Testing the Link (2017, background): “…been argued that cooperative learning is a more structured instructional approach that requires a greater level of facilitation by the instructor than collaborative learning (Bruffee, 1993, 1995; Matthews, Cooper, Davidson, & Hawkes, 1995; McInnerney & Robert, 2004; Pascarella & Terenzini, 2005).”
Why Students Choose STEM Majors (2013, background): “Also, degree aspirations are strongly related to educational choices and outcomes (Carter, 2002; Pascarella & Terenzini, 2005; Wang, 2013).”
Understanding Patterns of College Outcomes among Student Veterans (2012, background): “Given that first-year college GPA predicts retention, persistence, and achievement (Allen et. al. 2007; Wang, 2009; Pascarella and Terenzini, 2005) and sense of belonging is a key outcome of college students' experiences and intention to persist (Bollen & Holye, 1990; Hausmann, et.”
Exposure to Effective Instruction and College Student Persistence: A Multi-Institutional Replication and Extension (2011, methodology): “(For a synthesis of this body of evidence, see sources such as Braxton et al., 2004; Pascarella & Terenzini, 1983, 1991, 2005; and Tinto, 1993.)”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, methodology): “…satisfaction (e.g., Astin 1977, 1993; Dika 2012; Endo & Harpel 1982; Kim 2010; Kim et al. 2009; Kim & Sax 2009, 2011; Kuh 1995; Kuh & Hu 2001; Lundberg & Schreiner 2004; Sax et al. 2005; Pascarella 1980, 1985; Pascarella & Terenzini 1976, 1991, 2005; Strauss & Terenzini 2007; Thompson 2001).”