|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910975433103321 |
|
|
Titolo |
Student affairs : experiencing higher education / / edited by Lesley Andres and Finola Finlay |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Vancouver, : UBC Press, 2004 |
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
Edizione |
[1st ed.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (285 p.) |
|
|
|
|
|
|
Altri autori (Persone) |
|
AndresLesley |
FinlayFinola <1950-> |
|
|
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
College students - British Columbia |
Education, Higher - British Columbia |
Academic achievement - British Columbia |
College environment - British Columbia |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Contents; Foreword; Acknowledgments; Student Affairs; Introduction: Today's Post- Secondary Students - Adding Faces to Numbers; 1 Equity in Access and Outcomes: Succeeding along the Science Pipeline; 2 It's No Five O'Clock World: The Lived Experience of Re/entering Mothers in Nursing Education; 3 A Tunnel of Hope: The Experiences of Student- Mothers Attending a Community- College- Based Developmental Studies Program; 4 Visitors in the Classroom: The Academic Experiences of Students Who Are Hard of Hearing; 5 Disciplinary Affiliation and the Experience of Community among Undergraduate Students |
6 Co-op Education: Access to Benefits or Benefits to Access?7 The Four Rs Revisited: Some Reflections on First Nations and Higher Education; 8 Welcome to Canada? The Experiences of International Graduate Students at University; 9 The Transition from High School to Post- High- School Life: Views of the Class of ' 88; Conclusion: From Research to Action; Contributors; Index |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
This collection reveals how much institutional change has occurred in the social organization of postsecondary education, and how much more change is required to achieve equitable access and inclusion. |
|
|
|
|
|
|
|