The Snowball Effect: Exploring the Influence of Changes in Academic Performance on Student Success in Co-enrolled Courses
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The School of Education seeks to prepare students as educators to lead classrooms, schools, colleges, and professional development.
History
The School of Education was formed in 2012 from the merger of the Department of Curriculum and Instruction and the Department of Educational Leadership and Policy Studies.
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2012-present
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- College of Human Sciences (parent college)
- Department of Curriculum and Instruction (predecessor)
- Department of Educational Leadership and Policy Studies (predecessor)
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Abstract
Researchers have paid considerable attention towards understanding why students experience academic difficulties in college, particularly with regards to student persistence (Pascarella & Terenzini, 2005). While much of the research on retention in higher education focuses on institutional factors, including social support structures, financial aid, and campus climate (Mayhew et al., 2016; Pascarella & Terenzini, 2005; Tinto, 1997), there remain several questions regarding how the design and organization of a college curriculum can impact college student success.
Comments
This proceeding was published as DeMonbrun, R. M., & Brown, M. G., & Teasley, S. D. (2018, June), The Snowball Effect: Exploring the Influence of Changes in Academic Performance on Student Success in Co-enrolled Courses. Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/31124. © 2018 American Society for Engineering Education. Posted with permission.