Browsing by Author "Bender, Melissa"

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    The First-Year Experience in Two-Year Public Postsecondary Programs: Results of a National Survey
    Alamuddin, Rayane; Bender, Melissa (ITHAKA S+R, 2018-09-26)
    A student’s first year at a new college is a critically important period—academically, socio-emotionally, personally, and professionally. Whether transitioning from high school, other postsecondary education, or the labor market, students often need to adjust to a myriad of changes beyond just the new academic environment. In this report, the authors begin with a high-level review of the academic and practitioner literature on first-year supports, with a focus on the two-year sector. Next, they point out the results of a new, national survey of institutions serving two-year students, presenting key trends and lessons learned on the scope of their first-year programming, which we complement with information gathered from interviews with a small subset of those institutions. They also present findings regarding first-year programming targeting specific subgroups of students, including high-achieving, low-income students.
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    First-Year Student Support: Supporting High-Achieving First-Year Students at Public Two-Year Institutions
    Alamuddin, Rayane; Bender, Melissa (Jack Kent Cooke Foundation, 2018-09-01)
    Students’ experiences during their first year at a higher education institution play an important role in setting them up for future success. While four-year institutions have for decades offered comprehensive services targeted to new students, two-year institutions have only more recently started to adopt these practices. This report describes the ways that these institutions do—and do not—support students during their first year of enrollment. It also highlights the extent to which these institutions specifically support high achieving students. Given that almost half (49 percent) of new students begin their postsecondary education at a two-year institution, it is critical that these students’ first year experiences are adequately supported.