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| Autor/inn/en | Anthony, Wes; Mueller, Carol Leah; Stack, Betty; Strong-Green, Ashley |
|---|---|
| Titel | Embracing Diversity to Build Community |
| Quelle | In: Practitioner to Practitioner, 10 (2021) 8, S.5-12 (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Diversity; Educational Change; Cooperation; Sociocultural Patterns; Social Justice; Educational Finance; Educational Administration; Minority Group Students; Academic Persistence; School Holding Power; Academic Achievement; Community Development; Higher Education |
| Abstract | Across the United States, institutions of higher education must now reinvent the ways that they conduct business after the COVID-19 pandemic. Bridging campus culture is a paramount step in creating a positive learning environment for all college students. This involves constructing a new paradigm where both sides, academic and student support, of the academic house work together for a common goal. An architectural approach invites consideration of initiatives for building campus community in relation to the systems within which they operate, the structures that shape their actions, the design that creates the structures, and the spaces within which they work (Sturm, 2006, 2007, 2011b). As higher education institutions rebound from the pandemic at different rates, it is vital that institution administrators look at ways to use the lessons learned from the immediate onset of COVID-19 protocols in building a more strategic and systematic method for supporting student success, retention, and persistence. The pandemic not only caused higher educational institutions to grasp for solutions in regard to student recruitment and retention, but to seek innovative ways to provide greater financial and coaching support for the changing student population (ERIC). |
| Anmerkungen | National Organization for Student Success. P.O. Box 963, Northport, AL 35476. Tel: 205-331-5997; e-mail: practitioner@thenoss.org; Web site: https://thenoss.org/Practitioner-to-Practitioner |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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