05712nam 2200697 a 450 991045249560332120200520144314.01-118-23449-91-118-22070-6(CKB)2550000001095913(EBL)861636(OCoLC)851695506(SSID)ssj0000916744(PQKBManifestationID)11520286(PQKBTitleCode)TC0000916744(PQKBWorkID)10876857(PQKB)11274210(MiAaPQ)EBC861636(DLC) 2013029501(Au-PeEL)EBL861636(CaPaEBR)ebr10728373(CaONFJC)MIL502488(EXLCZ)99255000000109591320130610d2013 uy 0engur|n|---|||||txtccrDeveloping and sustaining successful first-year programs[electronic resource] a guide for practitioners /Gerald M. Greenfield, Jennifer R. Keup, John N. Gardner1st ed.San Francisco, Calif. Jossey-Bass20131 online resource (370 p.)The Jossey-Bass higher and adult education series Developing and sustaining successful first-year programsDescription based upon print version of record.0-470-60334-8 1-299-71237-1 Includes bibliographical references and index.Cover; Title Page; Copyright; Contents; Preface by John N. Gardner; The Authors; Acknowledgments; Introduction: Where Have We Been, and Where Are We Going?; Chapter 1 High-Impact Pedagogies; Approaching the Work/Critical Partners; Organization/Implementation Process; Leadership Roles/Communication; Resource Needs/Personnel; Assessment; Benefit Analysis; Institutional Practices; LaGuardia Community College; Drury University; University of Southern California; Chapter 2 Summer Bridge Programs; Approaching the Work/Critical Partners; Organization/Implementation ProcessLeadership Roles/CommunicationResource Needs/Personnel; Assessment; Benefit Analysis; Institutional Practices; Indiana University-Purdue University Indianapolis; Ursinus College; Louisiana State University; Chapter 3 New Student Orientation; Goals of Orientation; Orientation Programming; Approaching the Work/Critical Partners; Organization/Implementation Process; Leadership Roles/Communication; Resource Needs/Personnel; Assessment; Benefit Analysis; Institutional Practices; Purdue University; Tallahassee Community College; Metropolitan State University; Chapter 4 AdvisingApproaching the Work/Critical PartnersOrganization/Implementation Process; Advising Models; Effective Implementation; Leadership Roles /Communication; Resource Needs/Personnel; Assessment; Benefit Analysis; Institutional Practices; University of Akron; Sam Houston State University; University of Central Florida; Chapter 5 First-Year Seminars; Extended Orientation; Academic Seminars; Basic Study Skills; Preprofessional and Discipline-Linked Seminar; Hybrid Seminars; Approaching the Work/Critical Partners; Organization/Implementation Process; Initial Tasks; Time LineLeadership Roles/CommunicationResource Needs/Personnel; Instructor Recruitment; Funding Sources; Assessment; Benefit Analysis; Institutional Practices; University of South Carolina; Concordia University; Miami Dade College; Chapter 6 Learning Communities; A Model for Learning Communities; General Typology for Learning Communities; Learning Community Populations; Approaching the Work/Critical Partners; Organization/Implementation Process; Organizational Elements; Instructional Elements; Ensuring Program Visibility; Leadership Roles/Communication; Resource Needs/Personnel; Start-Up CostsAdministrative and Operating ExpensesFaculty Development and Rewards; Assessment; Benefit Analysis; Institutional Practices; Elgin Community College; Wagner College; University of Michigan; Chapter 7 Residential Learning Programs; Characteristics of Residential Learning Communities; The Students; Approaching the Work/Critical Partners; Organization/Implementation Process; The Leadership Group; Time Line; Leadership Roles/Communication; Resource Needs/Personnel; Assessment; Benefit Analysis; Institutional Practices; Boise State University; Illinois State UniversitySouthern Arkansas UniversityFirst-year programs and interventions have become critical launching pads for student success and retention in higher education. However, these programs often flounder not because of what they are trying to do, but because of the ways in which they are implemented. Copublished with the National Resource Center for The First-Year Experience and Students in Transition, this is a comprehensive, practical, how-to guide to developing new first-year programs and enhancing existing programs. It identifies and discusses the multiple elements that contribute to sustained student success and to programsCollege student development programsUnited StatesCase studiesCollege freshmenUnited StatesCase studiesElectronic books.College student development programsCollege freshmen378.199Greenfield Gerald Michael675744Keup Jennifer R858679Gardner John N15721MiAaPQMiAaPQMiAaPQBOOK9910452495603321Developing and sustaining successful first-year programs1916755UNINA02927oam 2200457K 450 991079403370332120230126221621.01-351-66853-61-315-16254-7(CKB)4100000011254065(MiAaPQ)EBC6202699(OCoLC)1155482766(OCoLC-P)1155482766(FlBoTFG)9781315162546(EXLCZ)99410000001125406520200527h20202020 uy 0engur|n|||||||||txtrdacontentcrdamediacrrdacarrierThe Routledge companion to interdisciplinary studies in singingVolume IIIWellbeing /edited by Rachel Heydon, Daisy Fancourt, Annabel J. CohenNew York, NY :Routledge,2020.©20201 online resource (487 pages) illustrationsRoutledge companion to interdisciplinary studies in singing1-138-06122-0 Includes bibliographical references and index.The Routledge Companion to Interdisciplinary Studies in Singing, Volume III: Wellbeing explores the connections between singing and health, promoting the power of singing--in public policy and in practice--in confronting health challenges across the lifespan. These chapters shape an interdisciplinary research agenda that advances singing's theoretical, empirical, and applied contributions, providing methodologies that reflect individual and cultural diversities. Contributors assess the current state of knowledge and present opportunities for discovery in three parts: Singing and Health Singing and Cultural Understanding Singing and Intergenerational Understanding In 2009, the Social Sciences and Humanities Research Council of Canada funded a seven-year major collaborative research initiative known as Advancing Interdisciplinary Research in Singing (AIRS). Together, global researchers from a broad range of disciplines addressed three challenging questions: How does singing develop in every human being? How should singing be taught and used to teach? How does singing impact wellbeing? Across three volumes, The Routledge Companion to Interdisciplinary Studies in Singing consolidates the findings of each of these three questions, defining the current state of theory and research in the field. Volume III: Wellbeing focuses on this third question and the health benefits of singing, singing praises for its effects on wellbeing.SingingSocial aspectsSingingSocial aspects.782.4209142Heydon Rachel1971-Fancourt DaisyCohen Annabel J.1947-OCoLC-POCoLC-PBOOK9910794033703321The Routledge companion to interdisciplinary studies in singing3679738UNINA