Patrick T Terenzini
Biographic Data
| ID | 4136697 |
|---|---|
| NAME | Patrick T Terenzini |
| GIVEN NAMES | Patrick T |
| FAMILY NAME | Terenzini |
| SIGNATURE | TERENZINI P T |
| AFFILIATIONS | Pennsylvania State University |
| VERIFIED | No |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 626 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 11 |
Theory
Increasing the College Preparedness of At-Risk Students
emerged in the late 1990s as a comprehensive outreach program seeking to enhance awareness of and readiness for college among low-income middle school students. After controlling for students ’ preprogram test scores and school characteristics, findings indicate that students participating in GEAR UP and in a comparison group gained in their reading and mathematics test scores. Analyses, however, found no sta-tistically significant 2-year effects…
First-Generation College Students: Additional Evidence on College Experiences and Outcomes
Longitudinal data from eighteen four-year colleges were analyzed to better understand differences between first-generation and other college students in the experiences and outcomes of postsecondary education. These differences were consistent with theorybased expectations regarding the acquisition of cultural capital during college.
First-Generation College Students: Additional Evidence on College Experiences and Outcomes
(2004). First-Generation College Students. The Journal of Higher Education: Vol. 75, No. 3, pp. 249-284
Influences on Student's Openness to Diversity and Challenge in the Second and Third Years of College
Elizabeth J. Whitt, Marcia I. Edison, Ernest T. Pascarella, Patrick T. Terenzini, Amaury Nora, Influences on Student's Openness to Diversity and Challenge in the Second and Third Years of College, The Journal of Higher Education, Vol. 72, No. 2, Special Issue: The Social Role of Higher Education (Mar. - Apr., 2001), pp. 172-204
Influences on Students' Openness to Diversity and Challenge in the Second and Third Years of College
Additional informationNotes on contributorsElizabeth J. WhittElizabeth J. Whitt is associate professor of education, Student Development in Post-secondary Education, University of Iowa; Marcia I. Edison is a postdoctoral research fellow in higher education, University of Illinois at Chicago; Ernest T. Pascarella is Mary Louise Petersen Professor of higher education, University of Iowa; Patrick T. Terenzini is professor of higher education and sen…
Racial and Ethnic Diversity in the Classroom: Does it Promote Student Learning
Additional informationNotes on contributorsPatrick T. TerenziniPatrick T. Terenzini is professor and senior scientist; Alberto F. Cabrera is associate professor and senior research associate; Carol L. Colbeck is assistant professor and research associate; Stefani A. Bjorklund is a graduate research assistant; and John M. Parente is a graduate research assistant. Center for the Study of Higher Education, The Pennsylvania State University.Alberto F…
Cognitive Impacts of Intercollegiate Athletic Participation: Some Further Evidence
Ernest T. Pascarella, Rachel Truckenmiller, Amaury Nora, Patrick T. Terenzini, Marcia Edison, Linda Serra Hagedorn, Cognitive Impacts of Intercollegiate Athletic Participation: Some Further Evidence, The Journal of Higher Education, Vol. 70, No. 1 (Jan. - Feb., 1999), pp. 1-26
Campus Racial Climate and the Adjustment of Students to College: A Comparison between White Students and African-American Students
(1999). Campus Racial Climate and the Adjustment of Students to College. The Journal of Higher Education: Vol. 70, No. 2, pp. 134-160
First-generation college students: Characteristics, experiences, and cognitive development
Influences on Students' Openness to Diversity and Challenge in the First Year of College
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is a professor of higher education, Marcia Edison is a research assistant, Amaury Nora is an associate professor of higher education, and Linda Serra Hagedorn is a visiting assistant professor in the College of Education, University of Illinois at Chicago;Marcia EdisonErnest T. Pascarella is a professor of higher education, Marcia Edison is a research assistant, A…
Intercollegiate Athletic Participation and Freshman-Year Cognitive Outcomes
The role of intercollegiate athletics in college has recently become the focus of considerable discussion and debate, As suggested by Ryan [30], the contribution of intercollegiate athletic participation to an individual's education is being questioned, not only by faculty and administrators, but also by the public news media. There is a small but growing body of evidence on the impact of athletic participation on various educational outcomes. A …
The transition to college: Diverse students, diverse stories
Chanting the Names of the Ancestors
How college affects students: Findings and Insights From Twenty Years of Research
Assessment with Open Eyes: Pitfalls in Studying Student Outcomes
Additional informationNotes on contributorsPatrick T. TerenziniPatrick T. Terenzini is professor of Higher Education at the Institute of Higher Education, University of Georgia
Student-Faculty Relationships and Intellectual Growth among Transfer Students
J. Fredericks Volkwein, Margaret C. King, Patrick T. Terenzini, Student-Faculty Relationships and Intellectual Growth among Transfer Students, The Journal of Higher Education, Vol. 57, No. 4 (Jul. - Aug., 1986), pp. 413-430
Orientation to College and Freshman Year Persistence/Withdrawal Decisions
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor of urban education research at the University of Illinois, Chicago; Patrick T. Terenzini is acting assistant to the president for planning and associate professor of education at the State University of New York, Albany; and Lee M. Wolfle is associate professor of educational research at Virginia Polytechnic Institute and State University and visiting…
Influences on Students' Perceptions of Their Academic Skill Development during College
Additional informationNotes on contributorsPatrick T. TerenziniPatrick T. Terenzini is director, Office of Institutional Research, State University of New York at Albany. Christos Theophilides is with the Ministry of Education, Nicosia, Cyprus. Wendell G. Lorang is associate director, Institutional Research, State University of New York at Albany.Christos TheophilidesPatrick T. Terenzini is director, Office of Institutional Research, State Univer…
Predicting voluntary freshman year persistence/withdrawal behavior in a residential university: A path analytic validation of Tinto's model.
Path analysis was employed to test the validity of Tinto's (1975) explanatory, theoretical model of student persistence/withdrawal behavior on a sample of 763 residential university freshmen. A reduced path model yielded results generally consistent with the model's expectations. When the sample was disaggregated by sex, however, notable differences in the path model were indicated. For women, social integration had a somewhat stronger direct eff…
Predicting Freshman Persistence and Voluntary Dropout Decisions from a Theoretical Model
Ernest T. Pascarella, Patrick T. Terenzini, Predicting Freshman Persistence and Voluntary Dropout Decisions from a Theoretical Model, The Journal of Higher Education, Vol. 51, No. 1 (Jan. - Feb., 1980), pp. 60-75
Interaction Effects in Spady and Tinto's Conceptual Models of College Attrition
Student-Faculty Interactional Settings and Their Relationship to Predicted Academic Performance
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is associate professor of education, University of Illinois at Chicago Circle. Patrick T. Terenzini is associate professor of higher education, Syracuse University. James Hibel is research assistant, Office of Student Affairs, Syracuse University.Patrick T. TerenziniErnest T. Pascarella is associate professor of education, University of Illinois at Chicago Circle.…
Patterns of Student-Faculty Informal Interaction beyond the Classroom and Voluntary Freshman Attrition
In a test of Tinto's theoretical model of attrition, this study investigated the pattern of relationships between different types of student-faculty interaction beyond the classroom and college persistence during the freshman year. After controlling for student sex, academic aptitude and personality attributes, freshman persisters were found to have a significantly higher (p < .01) frequency of interactions along six dimensions than were voluntar…
An Assessment of the Construct Validity of the Clark-Trow Typology of College Student Subcultures
This study determined whether two dimensions underlie the typology of college student subcultures developed by Clark and Trow. Students’ perceptions of their academic programs and their non-academic lives, the number of times they interacted informally with faculty members, and the number of extra-curricular activities in which they engaged were predictor variables in a stepwise discriminant function analysis. Two statistically significant functi…
How college affects students: Findings and Insights From Twenty Years of Research
Campus Racial Climate and the Adjustment of Students to College: A Comparison between White Students and African-American Students
(1999). Campus Racial Climate and the Adjustment of Students to College. The Journal of Higher Education: Vol. 70, No. 2, pp. 134-160
First-Generation College Students: Additional Evidence on College Experiences and Outcomes
(2004). First-Generation College Students. The Journal of Higher Education: Vol. 75, No. 3, pp. 249-284
Predicting Freshman Persistence and Voluntary Dropout Decisions from a Theoretical Model
Ernest T. Pascarella, Patrick T. Terenzini, Predicting Freshman Persistence and Voluntary Dropout Decisions from a Theoretical Model, The Journal of Higher Education, Vol. 51, No. 1 (Jan. - Feb., 1980), pp. 60-75
Influences on Students' Openness to Diversity and Challenge in the First Year of College
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is a professor of higher education, Marcia Edison is a research assistant, Amaury Nora is an associate professor of higher education, and Linda Serra Hagedorn is a visiting assistant professor in the College of Education, University of Illinois at Chicago;Marcia EdisonErnest T. Pascarella is a professor of higher education, Marcia Edison is a research assistant, A…
Influences on Students' Openness to Diversity and Challenge in the Second and Third Years of College
Additional informationNotes on contributorsElizabeth J. WhittElizabeth J. Whitt is associate professor of education, Student Development in Post-secondary Education, University of Iowa; Marcia I. Edison is a postdoctoral research fellow in higher education, University of Illinois at Chicago; Ernest T. Pascarella is Mary Louise Petersen Professor of higher education, University of Iowa; Patrick T. Terenzini is professor of higher education and sen…
Interaction Effects in Spady and Tinto's Conceptual Models of College Attrition
Racial and Ethnic Diversity in the Classroom: Does it Promote Student Learning
Additional informationNotes on contributorsPatrick T. TerenziniPatrick T. Terenzini is professor and senior scientist; Alberto F. Cabrera is associate professor and senior research associate; Carol L. Colbeck is assistant professor and research associate; Stefani A. Bjorklund is a graduate research assistant; and John M. Parente is a graduate research assistant. Center for the Study of Higher Education, The Pennsylvania State University.Alberto F…
Increasing the College Preparedness of At-Risk Students
emerged in the late 1990s as a comprehensive outreach program seeking to enhance awareness of and readiness for college among low-income middle school students. After controlling for students ’ preprogram test scores and school characteristics, findings indicate that students participating in GEAR UP and in a comparison group gained in their reading and mathematics test scores. Analyses, however, found no sta-tistically significant 2-year effects…
Patterns of Student-Faculty Informal Interaction beyond the Classroom and Voluntary Freshman Attrition
In a test of Tinto's theoretical model of attrition, this study investigated the pattern of relationships between different types of student-faculty interaction beyond the classroom and college persistence during the freshman year. After controlling for student sex, academic aptitude and personality attributes, freshman persisters were found to have a significantly higher (p < .01) frequency of interactions along six dimensions than were voluntar…
Orientation to College and Freshman Year Persistence/Withdrawal Decisions
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor of urban education research at the University of Illinois, Chicago; Patrick T. Terenzini is acting assistant to the president for planning and associate professor of education at the State University of New York, Albany; and Lee M. Wolfle is associate professor of educational research at Virginia Polytechnic Institute and State University and visiting…
Influences on Student's Openness to Diversity and Challenge in the Second and Third Years of College
Elizabeth J. Whitt, Marcia I. Edison, Ernest T. Pascarella, Patrick T. Terenzini, Amaury Nora, Influences on Student's Openness to Diversity and Challenge in the Second and Third Years of College, The Journal of Higher Education, Vol. 72, No. 2, Special Issue: The Social Role of Higher Education (Mar. - Apr., 2001), pp. 172-204
Cognitive Impacts of Intercollegiate Athletic Participation: Some Further Evidence
Ernest T. Pascarella, Rachel Truckenmiller, Amaury Nora, Patrick T. Terenzini, Marcia Edison, Linda Serra Hagedorn, Cognitive Impacts of Intercollegiate Athletic Participation: Some Further Evidence, The Journal of Higher Education, Vol. 70, No. 1 (Jan. - Feb., 1999), pp. 1-26
Influences on Students' Perceptions of Their Academic Skill Development during College
Additional informationNotes on contributorsPatrick T. TerenziniPatrick T. Terenzini is director, Office of Institutional Research, State University of New York at Albany. Christos Theophilides is with the Ministry of Education, Nicosia, Cyprus. Wendell G. Lorang is associate director, Institutional Research, State University of New York at Albany.Christos TheophilidesPatrick T. Terenzini is director, Office of Institutional Research, State Univer…
Student-Faculty Interactional Settings and Their Relationship to Predicted Academic Performance
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is associate professor of education, University of Illinois at Chicago Circle. Patrick T. Terenzini is associate professor of higher education, Syracuse University. James Hibel is research assistant, Office of Student Affairs, Syracuse University.Patrick T. TerenziniErnest T. Pascarella is associate professor of education, University of Illinois at Chicago Circle.…
Student-Faculty Relationships and Intellectual Growth among Transfer Students
J. Fredericks Volkwein, Margaret C. King, Patrick T. Terenzini, Student-Faculty Relationships and Intellectual Growth among Transfer Students, The Journal of Higher Education, Vol. 57, No. 4 (Jul. - Aug., 1986), pp. 413-430
Intercollegiate Athletic Participation and Freshman-Year Cognitive Outcomes
The role of intercollegiate athletics in college has recently become the focus of considerable discussion and debate, As suggested by Ryan [30], the contribution of intercollegiate athletic participation to an individual's education is being questioned, not only by faculty and administrators, but also by the public news media. There is a small but growing body of evidence on the impact of athletic participation on various educational outcomes. A …
Assessment with Open Eyes: Pitfalls in Studying Student Outcomes
Additional informationNotes on contributorsPatrick T. TerenziniPatrick T. Terenzini is professor of Higher Education at the Institute of Higher Education, University of Georgia
An Assessment of the Construct Validity of the Clark-Trow Typology of College Student Subcultures
This study determined whether two dimensions underlie the typology of college student subcultures developed by Clark and Trow. Students’ perceptions of their academic programs and their non-academic lives, the number of times they interacted informally with faculty members, and the number of extra-curricular activities in which they engaged were predictor variables in a stepwise discriminant function analysis. Two statistically significant functi…
Patterns of Student-Faculty Informal Interaction beyond the Classroom and Voluntary Freshman Attrition
In a test of Tinto's theoretical model of attrition, this study investigated the pattern of relationships between different types of student-faculty interaction beyond the classroom and college persistence during the freshman year. After controlling for student sex, academic aptitude and personality attributes, freshman persisters were found to have a significantly higher (p < .01) frequency of interactions along six dimensions than were voluntar…
An Assessment of the Construct Validity of the Clark-Trow Typology of College Student Subcultures
This study determined whether two dimensions underlie the typology of college student subcultures developed by Clark and Trow. Students’ perceptions of their academic programs and their non-academic lives, the number of times they interacted informally with faculty members, and the number of extra-curricular activities in which they engaged were predictor variables in a stepwise discriminant function analysis. Two statistically significant functi…
Student-Faculty Interactional Settings and Their Relationship to Predicted Academic Performance
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is associate professor of education, University of Illinois at Chicago Circle. Patrick T. Terenzini is associate professor of higher education, Syracuse University. James Hibel is research assistant, Office of Student Affairs, Syracuse University.Patrick T. TerenziniErnest T. Pascarella is associate professor of education, University of Illinois at Chicago Circle.…
Interaction Effects in Spady and Tinto's Conceptual Models of College Attrition
Predicting Freshman Persistence and Voluntary Dropout Decisions from a Theoretical Model
Ernest T. Pascarella, Patrick T. Terenzini, Predicting Freshman Persistence and Voluntary Dropout Decisions from a Theoretical Model, The Journal of Higher Education, Vol. 51, No. 1 (Jan. - Feb., 1980), pp. 60-75
Predicting voluntary freshman year persistence/withdrawal behavior in a residential university: A path analytic validation of Tinto's model.
Path analysis was employed to test the validity of Tinto's (1975) explanatory, theoretical model of student persistence/withdrawal behavior on a sample of 763 residential university freshmen. A reduced path model yielded results generally consistent with the model's expectations. When the sample was disaggregated by sex, however, notable differences in the path model were indicated. For women, social integration had a somewhat stronger direct eff…
Influences on Students' Perceptions of Their Academic Skill Development during College
Additional informationNotes on contributorsPatrick T. TerenziniPatrick T. Terenzini is director, Office of Institutional Research, State University of New York at Albany. Christos Theophilides is with the Ministry of Education, Nicosia, Cyprus. Wendell G. Lorang is associate director, Institutional Research, State University of New York at Albany.Christos TheophilidesPatrick T. Terenzini is director, Office of Institutional Research, State Univer…
Student-Faculty Relationships and Intellectual Growth among Transfer Students
J. Fredericks Volkwein, Margaret C. King, Patrick T. Terenzini, Student-Faculty Relationships and Intellectual Growth among Transfer Students, The Journal of Higher Education, Vol. 57, No. 4 (Jul. - Aug., 1986), pp. 413-430
Orientation to College and Freshman Year Persistence/Withdrawal Decisions
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor of urban education research at the University of Illinois, Chicago; Patrick T. Terenzini is acting assistant to the president for planning and associate professor of education at the State University of New York, Albany; and Lee M. Wolfle is associate professor of educational research at Virginia Polytechnic Institute and State University and visiting…
Assessment with Open Eyes: Pitfalls in Studying Student Outcomes
Additional informationNotes on contributorsPatrick T. TerenziniPatrick T. Terenzini is professor of Higher Education at the Institute of Higher Education, University of Georgia
How college affects students: Findings and Insights From Twenty Years of Research
Chanting the Names of the Ancestors
The transition to college: Diverse students, diverse stories
Intercollegiate Athletic Participation and Freshman-Year Cognitive Outcomes
The role of intercollegiate athletics in college has recently become the focus of considerable discussion and debate, As suggested by Ryan [30], the contribution of intercollegiate athletic participation to an individual's education is being questioned, not only by faculty and administrators, but also by the public news media. There is a small but growing body of evidence on the impact of athletic participation on various educational outcomes. A …
First-generation college students: Characteristics, experiences, and cognitive development
Influences on Students' Openness to Diversity and Challenge in the First Year of College
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is a professor of higher education, Marcia Edison is a research assistant, Amaury Nora is an associate professor of higher education, and Linda Serra Hagedorn is a visiting assistant professor in the College of Education, University of Illinois at Chicago;Marcia EdisonErnest T. Pascarella is a professor of higher education, Marcia Edison is a research assistant, A…
Cognitive Impacts of Intercollegiate Athletic Participation: Some Further Evidence
Ernest T. Pascarella, Rachel Truckenmiller, Amaury Nora, Patrick T. Terenzini, Marcia Edison, Linda Serra Hagedorn, Cognitive Impacts of Intercollegiate Athletic Participation: Some Further Evidence, The Journal of Higher Education, Vol. 70, No. 1 (Jan. - Feb., 1999), pp. 1-26
Campus Racial Climate and the Adjustment of Students to College: A Comparison between White Students and African-American Students
(1999). Campus Racial Climate and the Adjustment of Students to College. The Journal of Higher Education: Vol. 70, No. 2, pp. 134-160
Influences on Student's Openness to Diversity and Challenge in the Second and Third Years of College
Elizabeth J. Whitt, Marcia I. Edison, Ernest T. Pascarella, Patrick T. Terenzini, Amaury Nora, Influences on Student's Openness to Diversity and Challenge in the Second and Third Years of College, The Journal of Higher Education, Vol. 72, No. 2, Special Issue: The Social Role of Higher Education (Mar. - Apr., 2001), pp. 172-204
Influences on Students' Openness to Diversity and Challenge in the Second and Third Years of College
Additional informationNotes on contributorsElizabeth J. WhittElizabeth J. Whitt is associate professor of education, Student Development in Post-secondary Education, University of Iowa; Marcia I. Edison is a postdoctoral research fellow in higher education, University of Illinois at Chicago; Ernest T. Pascarella is Mary Louise Petersen Professor of higher education, University of Iowa; Patrick T. Terenzini is professor of higher education and sen…
Racial and Ethnic Diversity in the Classroom: Does it Promote Student Learning
Additional informationNotes on contributorsPatrick T. TerenziniPatrick T. Terenzini is professor and senior scientist; Alberto F. Cabrera is associate professor and senior research associate; Carol L. Colbeck is assistant professor and research associate; Stefani A. Bjorklund is a graduate research assistant; and John M. Parente is a graduate research assistant. Center for the Study of Higher Education, The Pennsylvania State University.Alberto F…
First-Generation College Students: Additional Evidence on College Experiences and Outcomes
Longitudinal data from eighteen four-year colleges were analyzed to better understand differences between first-generation and other college students in the experiences and outcomes of postsecondary education. These differences were consistent with theorybased expectations regarding the acquisition of cultural capital during college.
First-Generation College Students: Additional Evidence on College Experiences and Outcomes
(2004). First-Generation College Students. The Journal of Higher Education: Vol. 75, No. 3, pp. 249-284
Increasing the College Preparedness of At-Risk Students
emerged in the late 1990s as a comprehensive outreach program seeking to enhance awareness of and readiness for college among low-income middle school students. After controlling for students ’ preprogram test scores and school characteristics, findings indicate that students participating in GEAR UP and in a comparison group gained in their reading and mathematics test scores. Analyses, however, found no sta-tistically significant 2-year effects…
Theory
Psychology (20 works) · Higher Education Research Studies (18 works) · Sociology (16 works) · Mathematics education (15 works) · Higher education (12 works) · Political science (12 works) · Pedagogy (11 works) · Medicine (9 works) · Medical education (8 works) · Evaluation of Teaching Practices (7 works)