Center for Public Administration and Policy (CPAP), School of Public and International Affairs

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Browsing Center for Public Administration and Policy (CPAP), School of Public and International Affairs by Subject "academic engagement"

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    Campus-Based Practices for Promoting Student Success: Faculty Policy Issues
    Horn, Aaron S.; Reinert, Leah; Kamata, Takehito (Midwestern Higher Education Compact, 2014-06-01)
    The academic profession has encountered significant change over the past several decades, such as a higher priority on research; increasing enrollment of non-traditional students; the need to manage, advise, and instruct larger student bodies; and greater expectations to use instructional technologies (Gappa & Leslie, 1993: Geiger, 2011; Schuster & Finkelstein, 2006, 2007; Umbach & Wawrzynski, 2005). The faculty profession has transformed over time from a body of full-time tenured or tenure-track academics to a diverse group of employees with myriad designations: full and part-time, tenure and non-tenure track, adjunct, lecturer, instructor, and post-doctoral fellow (Kezar & Eaton, 2014). Full-time, tenured and tenure-track faculty are characterized by duties related to teaching, research, and service. In contrast, full- and part-time non-tenure track or “contingent” faculty members often have more limited responsibilities. This article examines key issues that confront institutional leaders in creating faculty policies conducive to student success, including employment status, faculty roles and reward systems, and faculty development.
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    Determinants of Student Success: An Integrative Perspective to Orient Policy and Practice
    Horn, Aaron S. (Midwestern Higher Education Compact, 2014-04-01)
    Over the past few decades, several theoretical conceptions have been proposed to explain the determinants of student success (e.g., Astin, 1985; Bean, 1980; Pascarella, 1985; Tinto, 1993). Most prominently, Astin (1970) emphasized the effect of intense student involvement on academic performance, and Tinto (1993) argued that persistence partly resulted from integration within the institution’s social networks and personal commitments to the goal of graduation. This article seeks to elaborate these concepts by examining the indicators and facilitators of goal commitment, academic engagement, and social identification.