ERIC Number: ED609084
Record Type: Non-Journal
Publication Date: 2020-Oct-23
Pages: 216
Abstractor: As Provided
ISBN: 978-0-8077-6483-1
ISSN: N/A
EISSN: N/A
Doing College Right: A Guide to Student Success
O'Shea, Joe
Teachers College Press
How do you know which college is right for you? And what should you do during college to make the most of your time there? In "Doing College Right," dean of undergraduate studies Joe O'Shea helps readers to both choose a college and make key decisions throughout their higher education journey. O'Shea harnesses the latest research on how students develop and showcases award-winning programs from across the United States that are making a difference in the lives of students. "Doing College Right" is filled with helpful case examples, practical rubrics, and guiding questions to help readers evaluate colleges based on key dimensions of student success, both before and during college. This guide is important reading for prospective students and their families, as well as college admissions staff and high school counselors. This book features: (1) Offers a comprehensive, evidence-based framework to help students and families make decisions about college; (2) Translates the innovations and lessons of the recent student success movement; (3) Examines how colleges can support students, including those from underrepresented and underserved populations; and (4) Illustrates the critical roles of higher education institutions in enabling the success of students.
Descriptors: Higher Education, College Role, College Choice, Decision Making, College Students, Educational Innovation, Student Needs, Minority Group Students, Disproportionate Representation, Success
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Publication Type: Books; Guides - General
Education Level: Higher Education; Postsecondary Education
Audience: Students; Parents; Counselors
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A