Increased student success requires sustained effort from across the University; thus the University must make intentional efforts to establish, develop, and nurture a “culture of student connection” within the institution. Journal of College Student Personnel, 25, 297-30 Rendon, L. Validating culturally diverse students: Toward a new model of learning and student development. Student involvement: A developmental theory for higher education.This Common Hour session will present a vision of contemplative education that recognizes cultural patterns of oppression, incorporates theoretical lenses rooted in social justice, and employs a diverse ecology of culturally-validating contemplative practices. Rendón is Professor Emerita at the University of Texas-San Antonio.
This is particularly important for diverse student populations (e.g., underrepresented minority, first-generation college, and low-income students) who now make up a significant portion (and will soon become the majority) of U. In addition, the volume is ideal for master's and doctoral programs in higher education and student affairs-related fields and for courses that examine issues/experiences associated with diverse U. college students, student affairs intervention strategies, racial and ethnic diversity in higher education, and critical/contemporary issues in higher education.
Validating culturally diverse students: Toward a model of learning and student development. links student involvement to tangible academic outcomes (i.e., GPAs, retention rates, graduation rates). The text is a valuable tool for higher education administrators, faculty, staff, graduate students, parents, students, and scholars alike.
The Culturally Engaging Campus Environments (CECE) Model: A new theory of college success among racial diverse student populations.
Paulsen (Ed.), Higher education: Handbook of theory and research (pp.
FYE Program Goals “Freshmen succeed when they make progress toward fulfilling the following educational and personal goals: (1) developing academic and intellectual competence; (2) establishing and maintaining interpersonal relationships; (3) developing an identity; (4) deciding on a career and life-style; (5) maintaining personal health and wellness; and (6) developing an integrated philosophy of life.”Source: Upcraft, M.
Gardner, & Associates (Eds.), The freshman year experience (pp. Students who feel connected to their surroundings through relationships with classmates, faculty, and staff are more likely to choose to persist in their goal of obtaining a degree.
1975 Master of Arts in Guidance and Counseling & Psychology, Texas A&M University, Kingsville, Texas. The three-year, ,000 fellowship involved working on an Independent Learning Quest focusing on incorporating authenticity, community and wholeness in the academy.
in Higher Education Administration, University of Michigan, Ann Arbor, Michigan.
Then, the author proposes a Culturally Engaging Campus Environments (CECE) model of success among racially diverse student populations that accounts for the major critiques of Tinto’s theory, is derived from research on diverse student bodies, and consists of a set of quantifiable constructs and testable propositions that can provide the foundation for a new line of inquiry into diverse college students’ success.
The chapter ends with a set of conclusions and implications for research and practice in postsecondary education.
Rendón developed “validation theory,” an asset-based student success framework that has been employed to frame research studies and programmatic activities in two- and four-year colleges and universities.