Anejo 6b. Resumen Bibliografia anot Retención, graduación, programas y mentoría

7/23/2019 Anejo 6b. Resumen Bibliografia anot Retencin, graduacin, programas y mentora

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UPR-Cayey

Programas de Retencin, Mentora y Graduacin

Curso INTD 4116

Investigadora

Dra Mari!u" #ranco

$sistentes de Investigacin

$driana %s&ada Marrero

$!mare!y 'erros Negrn

Cami!!e D Torres Rivera(uis Ra)ae! *rti" Torres

Tabla de Contenido


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Academic and School Behavioral Variables as Predictors of High School Graduation among At-Risk

Adolescents nrolled in a !outh-Based "entoring Program #

fectividad de las estrategias de retenci$n universitaria% la funci$n del docente &

valuation of the 'm(act of the )*C R+ Program Com(ared ,ith ther +ndergraduate Research

.(eriences &

Strong /acult0 Relationshi(s and Academic "otivation as Potential utcomes of +ndergraduate

Research 1

+ndergraduate Research in Ps0cholog0 at 2iberal Arts Colleges% Reflections on "utual Benefits for

/acult0 and Students 3

A 2ongitudinal Com(arison of "inorit0 and )onminorit0 College 4ro(outs% 'm(lications for Retention

'm(rovement Programs 5

4o 'ntervention Programs Assist Students to Succeed in College6% A "ultilevel 2ongitudinal Stud0

5

"entoring as Success and Retention Tool 7

'ncreasing Retention and Success Through "entoring 8

The ffects of a Peer "entoring Program on Academic Success Among /irst !ear +niversit0 Students

9

+ndergraduate Research .(eriences from the Student Pers(ective% A Phenomenological Stud0 of a

Summer Student Research Program 9

1
http://library.uprm.edu:2352/abicomplete/docview/1324034104/ECAA16609B2E4B0CPQ/6?accountid=28498http://library.uprm.edu:2352/abicomplete/docview/1324034104/ECAA16609B2E4B0CPQ/6?accountid=28498http://library.uprm.edu:2352/abicomplete/docview/1324034104/ECAA16609B2E4B0CPQ/6?accountid=28498http://library.uprm.edu:2352/abicomplete/docview/1324034104/ECAA16609B2E4B0CPQ/6?accountid=28498


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Categora Bibliografa Resumen

Estrategias

de retencin Mentora

Retencin

Graduacin

Hickman, G. P., !rig"t, #. $%&11'.(cademic and )c"ool Be"a*ioral+ariables as Predictors of Hig")c"ool Graduation among (tRisk(dolescents Enrolled in a -out"Based Mentoring Program. ournalof (tRisk /ssues, 10$1', %22.

Academic and School BehavioVariables as Predictors of High SGraduation among At-Risk Adole

Enrolled in a Youth-Based entProgram

Este estudio tu*o una muestra estudiantes en riesgo durante un 5e1& a6os en un 5rograma de mento

7*enes. El ob7eti*o 5rinci5al del 5rogasegurar la graduacin de escuela 8os 5artici5antes fueron identi9cadondices de com5ortamientos acad:escolares aminar el grado en am5le, Hickman et al. $%&&F' found t"at students t"at dro55ed out of "ig" sc"ool ere 1 timlikel; to "a*e been "eld back t"an students t"at graduated. A"ose students "o graduated ere "beteen kindergarten and 9rst grade "ereas students t"at dro55ed out of sc"ool ere "eld back

%


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9ft" grade and si>t" grades. Moreo*er, not one student "o as "eld back 5ast t"e 9rst grade grfrom "ig" sc"ool $Hickman et al., %&&F, 5. %0'.

Programas de

RetencinRetencin

PinedaB?e=, C., Pedra=aKrti=, (., Moreno, /. #. $%&11'. Efecti*idadde las estrategias de retencinuni*ersitaria la funcin deldocente. Educacin ; Educadores,13$1', 11N12.

Efectividad de las estrategiasretenci!n universitaria" la funci

docente

)e 5resentan los 5rinci5ales "alla=goin*estigacin cu;o ob7eti*o central fuelos 5rogramas de retencin estud5regrado de las instituciones de e

su5erior colombianas. El estudio, de descri5ti*o mi>to, recolect datos 5de una encuesta *irtual en*iadainstituciones, ; entre*istas a direencargados de los 5rogramas de rete%0 instituciones seleccionadas con laObola de nie*eO $Merriam, %&&N'. 8os 5onen de relie*e al docente como aacom5a6amiento del estudiante en u"umani=adorJ enfati=an la neces*incularse m?s acti*amente en los in*estigati*os sobre desercin ; des

idoneidad 5ara moti*ar "acia el a5renCitas directas

D )ail, Redd ; Perna $%&&2' agru5an los 5rogramas destinados a a5o;ar al estudiante en su tr?nseducacin su5erior en cinco grandes categoras,


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las semanas de induccin, iste un gru5o de 5rogramas constituidos 5or las acciones 5ara e>aminar la calidacurrculos ; las 5r?cticas 5edaggicas $ %&11, 5. 1%3'.

Mentora

Retencin

Programas de

RetencinProgramas de

reclutamiento

Gon=ale=Es5ada, !., 8a#ue, #. ).$%&&0'. E*aluation of t"e im5actof t"e L!C RE 5rogramcom5ared it"ot"er undergraduate researc"e>5eriences. ournal of GeoscienceEducation,3$',313N.Retrie*edfrom"tt5IIsearc".5ro


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DMost RE 5rograms follo a fourste5 structure of collaboration t"at includes $a' identif;ing and acdisci5linar; or interdisci5linar; met"odolog;, $b' setting out a concrete in*estigati*e 5roblem, $c' caran actual 5ro7ect, and $d' s"aring t"e disco*er; it" 5eers and t"e 5rofessional communit; $#ottere%&&0, 5. 31.

Dirst, all se*en 5rinci5les for good 5ractice in undergraduate education described b; C"ickering and$1NNN' in t"eirseminal 5a5er a55l; directl; to undergraduate researc" encouraging contact beteen students andde*elo5ing reci5rocit; and coo5eration among students, using acti*e learning tec"nitremes ere deOnoO, corres5onding to t"e number one, and O;esO, corres5onding to t"e number 9*e D $ %&&0, 5. 33'

D/t can be concluded t"at students came to t"e RE 5rogram it" a good idea t"at t"e; anted to congraduate sc"ool and left more committed to attend graduate sc"ool $ %&&0, 55. 33 3'.

Retencin

Programas de

/n*estigacinMentora

Hartmann, . V., !idner, ). C., Carrick,C. $%&12'. )trong facult;relations"i5s and academicmoti*ation as 5otential outcomes

of undergraduate researc". Lort"(merican ournal of Ps;c"olog;,1$1', %1%23. Retrie*ed from"tt5IIsearc".5roamin las relaciones e5ositi*as ; e>5eriencias de macad:mica. Aales e>5eriencias, comobene9cios m?s all? de e>5eriencias son am5liamente 5romocionadas 5or; uni*ersidades. n dise6o cuasie>5ecom5ar mentora indi*idual, in*estigclase ; gru5os de estudiantesin*estigati*os de la ni*ersidadtranscurso de un semestre. 8os estudmentora indi*idualmente inrelaciones escolares m?s fuertes


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Citas directas

D/n general,researc" e>5eriences ma; make 5artici5ants better students $8o5atto, %&1&' and 5ro*meaningful academic e>5eriences $Tu", %&&2, 5. %'.

D)"ellito and colleagues also found t"at t"e amount of time s5ent it" t"e mentor as im5ortant in 5o*erall satisfaction. )ome students "a*e been assigned facult; mentors but ma; not actuall; meet 5erson and ot"ers "a*e 5oor relations"i5s it" t"eir mentor. $%&12, 5. 2'

DPersonal su55ort. /ndi*idual mentors"i5s also 5ro*ide t"e o55ortunit; for students to build relations"i5s it" facult;. or facult; members "o ork alongside students, t"is contact often brino55ortunit; to discuss 5ersonal to5ics "erein students "a*e a c"ance to see t"eir 5rofessor as someinterests, concerns, and agendas t"at go be;ond t"e uni*ersit;. )tudents re5ort t"at t"e; *almentoring relations"i5s and man; attribute t"eir success to t"ese relations"i5s$%&12, 5. 2'

DA"ese 9ndings mig"t suggest t"at students "o ent into t"e 5rogram it" 5ositi*e e>5ectationst"eir mentors and t"e o*erall e>5erience more t"an t"ose "o ent in it"out e>5ectations or fa*orable *ies about t"e researc" $%&12, 5. 2'

D)tudents engaging in researc" outside of t"e classroom are t;5icall; students "o selfselect to 5a

for credit or as *olunteers, t"us t"e interest in t"e acti*it; and im5ortance of t"e acti*it; are likel;t"an t"at for a re


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DAo reconcile t"ese com5eting demands, it is im5ortant to "a*e undergraduate researc" o5tima>imi=e bene9ts to bot" students and facult;, t"us creating a OininO situation $Har*e; A"%&&J !are et al., 1NNF'. !"ile researc"ers"a*e e>amined bot" facult; and student 5erce5tions regarding student learning t"at occurs5artici5ation in undergraduate researc" $e.g., 8andrum Lelsen, %&&%', *er; fe aut"ors "a*e suaddressed t"e need for undergraduate researc" to simultaneousl; bene9t facult; sc"olars"i5 in t"e m5rocess. $ %&&F, 5. 1'

DA"e 5resent stud; e>amined student and facult; 5erce5tions of t"ese 9*e researc" o55ortunitiundergraduate curriculum. Kur goal as to determine "o t"ese researc" o55ortunities mig"t con5ro*iding mutual bene9ts to students and facult; $ %&&F, 5. 2'

D)tudents rated eac" of t"e researc" o55ortunities using a 8ikertt;5e scale from 1 $+er; a*ora$+er; nfa*orable', identi9ed t"eir to5 to c"oices $among t"e 9*e o5tions' for obtaining e>5erience, and indicated "ic" of t"e 9*e researc" o5tions t"e; "ad e>5erienced so far as an under5s;c"olog; ma7or $ %&&F, 5. 3'

DA"ese 9ndings suggest t"at eac" of t"ese o55ortunities can be structured to meet our inin cbene9ting bot" students and facult;. (s facult; members kee5 t"ese dual goals in mind, t"e; ceecti*el; design o55ortunities for collaborati*e undergraduate 5ro7ects t"at also ill en"an

5rofessional researc" agenda $ %&&F, 5. 3'

Retencin

Programas de

Retencin

Rugg, E. (. $1NF%'. ( 8ongitudinalCom5arison of Minorit; andLonminorit; College #ro5outs/m5lications for Retention/m5ro*ement Programs. Personnel Guidance ournal, 01$3', %2%.

A .ongitudinal 'om$arison of inand %onminorit 'ollege 1ro$outs#m$lications for Retention #m$rovPrograms

Este estudio in*estig la admisin dde todos los estudiantes


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ma; be un assisting t"em to maintain t"eir academic eligibilit;$ 1NF%,5. %2'

DMinorit; students "o maintained academic eligibilit; ere less likel; to dro5 out *oluntaril; t"nonminorit; counter5arts$ 1NF%, 5.%2'

DKn t"e ot"er "and, t"e most critical 5eriod for nonminorit; students attrition a55ears to be during;ear$ 1NF%, 5.%2'


retencin

Pan, !., Guo, )., (likonis, C., Bai, H.$%&&F'. #o /nter*ention Programs(ssist )tudents to )ucceed inCollege ( Multile*el 8ongitudinal)tud;. College )tudent ournal,3%$1', N&NF.

1o #ntervention Programs AsStudents to Succeed in 'ollege

ultilevel .ongitudinal Stud

Este estudio, utili=ando modelos 7elineales, e>aminaron los efectos 5rogramas de inter*encin de retelos estudiantes 5rimera*e=tiem5o coGP( acumulati*o, interactuando caractersticas de los estudiante7em5lo, demografa ; 5re5aracin. se estudiaron los efectos del 5rogramtendencia de tres a6os. 8os result

estudio muestran aminaron las interentre el ti5o de 5rograma ; caracterlos estudiantes@Araduccin del resuautor.

Citas directas

DRetention is a com5le> issue in*ol*ing man; dierent factors. !"et"er a student de5arts from an inis largel; a result of t"e e>tent to "ic" t"e student becomes academicall; and sociall; connected

institution $ %&&F, 5. N&'.

D(s AintoUs $1N4' model indicates, as students are integrated into and become more interde5endbot" academic and social elements of a uni*ersit;, t"e 5robabilit; t"at t"e student ill lea*e t"e udeclines $ %&&F, 5. N&'.

DKt"er factors t"at ma; also aect retention and academic 5erformance include institutional t;5e $C Pascarella, 1NF2', moti*ations for attending college $(llen, 1NNNJ )tage, 1NFN', 9nancial aid $Cabre Castaneda, 1NN%J Gl;nn, )auer, Miller, %&&2J )andler, %&&&J !et=el, KUAoole, Petersonful9llment of e>5ectations for college $Bra>ton, +es5er, Hosler, 1NNJ Gl;nn et al., %&&2', communit; in residence "alls $Broer, 1NN%', selfeXcac; $Peterson, 1NN2', attitudes $is"bein (7=eGl;nn et al., %&&2', and malada5ti*e co5ing strategies $#eBerard et al., %&&3' $ %&&F, 5. N&'.

DA"e PreProfessional (d*ising Center 5ro*ides general ad*ising to students "o "a*e an interest in 5re5rofessional ma7ors. A"e Career La*igator series is a si>stage 5rogram designed to "el5 fres"so5"omores to e>5lore 5otential ma7ors and careers. $ %&&F, 5. N%'.

D(cademic "el5 5rograms included Autorial )er*ices, Coo5 Calculus, and t"e Engineering (Collaborati*e. Autorial ser*ices ser*e to im5ro*e studentsU grades in s5eci9c courses and em5students as acti*e, inde5endent learners. $%&&F, 5. N%'.

D)ome of t"e 9rst ;ear e>5erience courses include -E 8ibrarian and Krientation to 8earning. A"e 5u

F


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-E 8ibrarian is to instruct 9rst ;ear students on "o to use t"e man; researc" resources and a*ailable at t"e uni*ersit; to furt"er de*elo5 t"eir researc" skills $ %&&F, 5. N%'.

D)tudents in learning communities form su55orti*e 5eer grou5s, "ic" "el5 t"em to becoacademicall; and sociall; connected. A"e acult;I)tudent (cti*ities 5rogram "osts a number of e*enbring students and facult; toget"er outside of t"e classroom $ %&&F, 5. N2'.

Krientation 5rograms 5ro*ide students it" a descri5tion of 5rogram oerings, college e>5einformation about assistance and ser*ices for e>amining interests and abilities, encouragement to orking relations"i5s it" facult;, information about ser*ices t"at "el5 it" ad7ustment to coll9nancial aid information $ %&&F, 5. N2'.

Mentora

Retencin

Programas de


reclutamiento

Mentoring as )uccess and Retention Aool.$%&&F'. ournal of #e*elo5mentalEducation, 21$2', 2F.

entoring as Success and RetentEl artculo ofrece informacin sobre el Professional Mentor Programim5lementado en la ni*ersidad deMerc; en #etroit, Mic"igan. El 5roglan=ado con el 9n de aumentar las graduacin de la educacin su5erior estudiantes econmicamente desfa*de color en el estado de Mic"igan. El 5

recibi 9nanciamiento de una beca 5ro5orcionada 5or el Mic"igan #e5a8abor and Economic Grot" . El 5rogresultado en un aumento estadstsigni9cati*o en 5romedio. El 5rogra:>ito en contratar ; retener a una 5estudiantil m?s di*ersa 5ara la n@Araduccin del resumen de autor.

Citas directas

D( 1NN4 sur*e; conducted at t"e ni*ersit; of #etroit Merc; demonstrated t"at UPercei*ed lack of aand 5ersonal su55ortU as a ma7or issue among adult students e>5eriencing academic diXculties

5.2F'.

Y)MUs Professional mentor Program Plus as design around t"ree com5onents $a' mentorImenteebased on academic interestIneedJ $b' re


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Estados nidos tiene la 5eor transescuelatraba7o de cual


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)tudents. Canadian Journal OfHigher Education, 33$2', 114.

El 5resente estudio e>amina el efec5artici5acin de estudiantes uni*ersi5rimer a6o en un 5rograma de tutora6o ; las diferencias indi*idumoti*acin en relacin con las meretencin ; logro. na muestra estudiantes de 5rimer a6o llen

Academic Motivation Inventory $A1NNF' ; acordaron dar sus cali99nalesJ 24 alumnos fueron aaleatoriamente a 5artici5ar en el 5mientras 5eriencia de

alconer, ., P.H.#., Holcomb, #.$%&&F'nderstandingndergraduate Researc"

(ndergraduate Research E+$erifrom the Student Pers$ective

Phenomenological

11


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/n*estigation E>5eriences from t"e )tudentPers5ecti*e (P"enomenological )tud; ofa )ummer )tudentResearc" Program. College)tudent ournal, 3%$2', F0NF4F.Retrie*ed from"tt5IIsearc".5ro5eriences and reactionse>5eriences t"roug"out t"e summer. (t t"e conclusion of t"e 5rogram, 7ournals ere anal;=edresearc"ers to identif; and e>5lain common t"emes, "ic" ere organi=ed into conce5ts $ %&&F, 5. 2

DKne of t"e distinguis"ing ad*antages of summer researc" 5rograms is t"at students can form comof sc"olars t"at c"allenge and su55ort eac" ot"er. A"e LT 5rogram includes acti*ities suc" as 9eld

eekl; meetings to foster suc" a communit;, but 5rior to t"is researc" little as knon about5erce5tions and *aluation of t"e connections it" ot"er students and facult; $ %&&F, 5. '.

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Anejo 6b. Resumen Bibliografia anot Retención, graduación, programas y mentoría

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Transcript of Anejo 6b. Resumen Bibliografia anot Retención, graduación, programas y mentoría