The National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina publishes scholarly practice books and research monographs on a wide range of high-impact practices designed to support student learning, development, and success.
CALL FOR CASE STUDIES: SOPHOMORE-YEAR INITIATIVES
Traditionally, institutional supports for student success (e.g., high-impact educational initiatives) have been concentrated in the first and senior years, though attention to the sophomore year has increased over the last two decades.
The National Resource Center invites contributions for a new book showcasing innovative institutional efforts to align student success initiatives throughout the college experience. The volume is concerned with demonstrating both horizontal and vertical alignment with respect to sophomore-year initiatives. Horizontal alignment suggests congruence exists in the stated institutional objectives for second-year students, the educational experiences designed to serve them, and the strategies used to assess those experiences.
Vertical alignment assumes that educational experiences are purposefully structured and logically sequenced so that students gain the knowledge and skills to progressively prepare them for more challenging, higher-level work. A vertical alignment framework acknowledges that the end goals of undergraduate institutions are not achieved by frontloading supports at college entry or in the final year of study but rather through the intentional design of progressive learning experiences throughout college. Such a framework also points to the value of intentional efforts to support student learning, development, and success in the second college year.
Cases are sought from a variety of institutional contexts representing a range of sophomore-year initiatives. Preference will be given to those cases supported by high-quality assessment and describing initiatives serving a large segment of the second-year population on a given campus. Evidence of cross-functional collaboration in the delivery and design sophomore-year initiatives and of innovative approaches to vertical and/or horizontal alignment will also be considered.
Download complete proposal guidelines.
Submit a case study: https://form.jotform.com/NRCFYESIT/sophomore-case. The deadline for submissions is September 10, 2018.
BOOK SERIES ON SPECIAL POPULATIONS
The National Resource Center is currently accepting proposals for book-length manuscripts examining the transition experiences of college student populations that have been historically underserved or given limited consideration in the design of higher education contexts. Each volume will explore the experiences of a specific population in depth and draw on the theoretical, research, and practice literature to critically examine some of the fundamental assumptions underlying student success initiatives in higher education with an eye toward reshaping campus culture, policies, and practices to support the learning and development of the population under study. Such populations may include, but are not limited to,
- Students from a specific racial or ethnic group (i.e., African Americans, Asian American/Pacific Islander, American Indian/Alaskan Native, Hispanic/Latino)
- Emancipated foster care youth
- Adult learners
- International students
- Student athletes
- First-generation college students
- Commuter students
Proposals are accepted on an ongoing basis. Authors are encouraged to contact Dr. Tracy L. Skipper, Assistant Director for Publications, at (803) 777-6226 or via e-mail at firstname.lastname@example.org prior to submission to determine topics already in development.
Download complete proposal guidelines.
Building Transfer Student Pathways for College and Career Success
Mark Allen Poisel and Sonya Joseph, Editors
Learning Disabilities and the Transition to College: A Guide to Better Understanding Learning Disabilities, Attention Deficit Disorder, and Autism Spectrum Disorder
Lynne Shea, Linda Hecker, and Adam Lalor
Creating Pathways for Student Success: LGBTQ+ Students
Cindy Ann Kilgo