Frederick Community College Facilities Master Plan Chapter 1 Overview of the College 1-5 May, 2023 theorizes that most people fit one of six personality types: realistic; investigative; artistic; social; enterprising; and conventional.18 In 2005 and early 2006, at least six major reports were released by highly respected U.S. academic, scientific, and business organizations on the need to improve science and mathematics education: The Education Commission of the States, Keeping America Competitive: Five Strategies To Improve Mathematics and Science Education, July 2005; The Association of American Universities, National Defense Education and Innovation Initiative, Meeting America’s Economic and Security Challenges in the 21st Century, January 2006; The National Academy of Sciences, Committee on Science, Engineering, and Public Policy, Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, February 2006; The National Summit on Competitiveness, Statement of the National Summit on Competitiveness: Investing in U.S. Innovation, December 2005; The Business Roundtable, Tapping America’s Potential: The Education for Innovation Initiative, July 2005; the Center for Strategic and International Studies, Waiting for Sputnik, 2005. In July 2006, Holland’s Theory and Patterns of College Student Success resulted in a Commissioned Report for the National Symposium on Postsecondary Student Success: Spearheading a Dialog on Student Success. The symposium was under the authority of the National Postsecondary Education Cooperative (NPEC) a voluntary organization established under the auspices of the National Center for Education Statistics (NCES). NPEC encompasses all sectors of the postsecondary education community: federal agencies, postsecondary institutions, associations and other organizations with a major interest in promoting the quality, comparability, and utility 18 https://www.careers.govt.nz/assets/pages/docs/career-theorymodel-holland-20170501.pdf of postsecondary data and information that support policy development at the federal, state, and institution levels. The takeaway, the three basic premises of Holland’s theory as applied to higher education settings [i.e. environments]: • The choice of a career or field of training is an expression of one’s personality, and most people can be classified by their resemblance to six personality types (Realistic, Investigative, Artistic, Social, Enterprising, Conventional), their distinctive patterns of attitudes, interests, and abilities. • There are six corresponding academic environments, each dominated by their analogous personality type, that reflect the prevailing physical and social settings in society. • Congruence of students and their academic environments is related to higher levels of educational success. Thus, Holland’s original theory focusing on vocational behavior was equally adaptable to educational behaviors. The educational environment is instrumental in developing a student’s interests, abilities, and skills. Students learn what they study, what the environment reinforces and rewards, and their personal selfperceptions, competencies, attitudes, interest, and values whether their personalities are congruent or incongruent with the academic environment are not the determining factors.19 It is therefore incumbent on the institution to create an environment that supports holistic student success. Restructuring the System of Higher Education Student success is more than a notion and an institution’s educational environment is impacted by the policy, process, and 19 https://nces.ed.gov/npec/pdf/Smart_Team_ExecSumm.pdf
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