Resumo

TINTO, Vincent. Enhancing student persistence: Lessons learned in the United States. Aná. Psicológica [online]. 2006, vol.24, n.1, pp.07-13. ISSN 0870-8231.

Thirty years of experience in trying to enhance student persistence in the United States has taught us some important lessons as to the essential features of success policies and practices. Among other things, we have learned that successful efforts require that universities do more than simply add-on services. They must establish conditions within universities that enable students to find academic and social support, obtain feedback about their work, and become actively involved with other students. No where is that involvement more important than in the classrooms and laboratories of the universities, the one place, perhaps only place, where students meet each other and engage with faculty in learning. An increasingly popular strategy that promotes such involvement is learning communities and the collaborative pedagogy that underlies them. In conclusion, it is argued that any strategy to increase student persistence requires universities to take seriously the task of faculty and staff development and provide the resources, rewards, and incentives to ensure that successful programs are able to grow over the long-term.

Palavras-chave : Persistence; retention; policy; learning communities.

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