According to the 2017 American Community Survey, more than 1 in 5 US residents speak a language other than English at home, and many are nonnative-English speakers (U.S. Census Bureau, 2018). Among this fast-growing population, nonnative-English-speaking (NNES) college students are significantly underserved and underresearched (Kanno &…

The publication of Richard Arum and Josipa Roksa's influential new book, "Academically Adrift: Limited Learning on College Campuses," the findings of which were summarized in an article by the same authors in the March/April "Change," has caused a national furor centering around their multi-institutional findings that the…

This book presents the results and implications of a major new national study exploring the effects of institutional racial composition on African American students' development and their educational outcomes, taking into account individuals' background characteristics, their perceptions of the institutional environment, and their experiences in…

Funded by the Center of Inquiry in the Liberal Arts (CILA) at Wabash College, the Wabash National Study of Liberal Arts Education (WNS) is a multi-institution, multi-year, longitudinal study designed to identify the academic and non-academic collegiate experiences that foster liberal learning. This article describes how the study was done and…

Reviews research on the influence of the college experience in students' moral development, particularly within the framework of Lawrence Kohlberg's theory of moral development. Issues discussed include the amount of principled moral growth occurring during college, how much can be attributed to college attendance, institutional characteristics…

Findings of this three-year longitudinal study, based on 172 African American students, suggest that attendance at an historically Black college significantly enhances the intellectual growth of African American students. The findings held for both standardized, objective measures of reading comprehension, and for self-reported measures of gains…

Previous research published in this journal found broad-based negative effects of Greek affiliation on standardized measures of cognitive development after 1 year of college. Following the same sample, and employing essentially the same research design and analytic model, the present study found that the negative effects of Greek affiliation were…

Discusses previous research that found broad-based negative effects of Greek affiliation on standardized measures of cognitive development after one year of college. Following the same sample, the present study found that the negative effects of Greek affiliation were much less pronounced during the second or third years of college. (Contains 32…

Originally published in March/April 1996, examines the research literature examining the effects of students' out-of-class experiences on academic, intellectual, or cognitive learning outcomes. Identifies those aspects of students' out-of-class experiences over which student affairs professionals have some control through policy or programmatic…

Substantive and methodological problems encountered in a five-year synthesis of research on college impact are discussed, including general issues in higher education research and scholarship, relevance of assessments of student change, unnoticed indirect effects of college experience, inattention to individual differences, validity of common…

This study examined whether African-American students who attend historically black colleges and universities (HBCUs) have different experiences and perceive the campus climate differently than African American students who attend predominantly white institutions (PWIs). The study also examined whether differences in experiences and perceptions of…

Surveyed 269 freshmen students at a nonresidential college to study faculty influence on student development in a commuter setting. Results suggested that the quality of student-faculty interactions may be more important in the personal and intellectual development of commuter students than the frequency of the interactions. (JAC)

John C. Weidman (1989) was one of the first to argue that a socialization model is necessary to fully understand college impact. Weidman also contends that socioeconomic status (SES) is an important part of the socialization process for students. In fact, he placed such emphasis on SES that he included it in two locations within his model: (1)…

This study sought to determine the extent to which instructional processes characterized by cognitive complexity influence the development of general cognitive abilities during the first, second, and third years of college. The sample for the study consisted of incoming first-year students at 18 four-year and 5 two-year colleges and universities…

This paper demonstrates that pretest-posttest designs provide more information than is commonly assumed. What is typically overlooked is that even when the posttest is the outcome measure, such designs also reveal if different interventions or experiences account for variations in pretest-posttest gains. (Contains 12 references.) (GCP)