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Análise Psicológica

versão impressa ISSN 0870-8231

Aná. Psicológica v.24 n.1 Lisboa jan. 2006

 

Enhancing student persistence: Lessons learned in the United States (*)

 

VINCENT TINTO (**)

 

 

ABSTRACT

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.

Key words: Persistence, retention, policy, learning communities.

 

 

RESUMO

Trinta anos de experiência na tentativa de incrementar a permanência dos estudantes nos Estados Unidos ensinou-nos algumas lições no que respeita aos aspectos essenciais de políticas e de práticas de sucesso. Entre outras coisas, aprendemos que para que os esforços sejam bem sucedidos é preciso que as universidades façam mais do que simplesmente criar serviços. Devem estabelecer-se nas universidades condições que permitam aos estudantes encontrar suporte académico e social, obter retro-informação sobre o seu trabalho e envolverem-se activamente com outros estudantes. Em nenhum outro local das universidades o envolvimento é mais importante do que nas salas de aula e nos laboratórios, os locais, talvez os únicos locais, onde os estudantes se conhecem uns aos outros e se implicam com a Faculdade na aprendizagem. Uma estratégia, cada vez mais aceite, que promove tal envolvimento são as comunidades de aprendizagem e a pedagogia colaborativa que lhes subjaz. Em conclusão, argumenta-se que qualquer estratégia tendo em vista aumentar a permanência dos estudantes requer que as universidades levem a sério a tarefa de desenvolver a faculdade e os seus agentes e disponibilize os recursos, recompensas e incentivos para assegurar que intervenções eficazes aumentem no futuro.

Palavras-chave: Permanência, retenção, política, comunidades de aprendizagem.

 

 

Full text only available in PDF format.

Texto completo disponível apenas em PDF.

 

 

REFERENCES

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Bidgood, P. (1994). The success of supplemental instruction: Statistical evidence. In C. Rust, & J. Wallace (Eds.), Helping students to learn from each other: Supplemental instruction (pp. 71-79). Birmingham, England: Staff and Educational Development Association.

Gablenick, F., MacGregor, J., Matthews, R., & Smith, B. L. (Eds.) (1990). Learning communities: Creating connections among students, faculty, and disciplines. New Directions for Teaching and Learning, 41.

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Zhao, C., & Kuh, G. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45 (2), 115-138.

 

 

(*) First presented as a speech at New knowledge regimes in a comparative perspective: The embeddedness of radical reform in higher education. A conference held in Bergen, Norway, 15-16 June 2004.

(**) Syracuse University, USA.

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