CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Student engagement in liberal arts colleges: Academic rigor, quality teaching, diversity, and institutional change
Tác giả
VanderStoep S.; Wise K.S.; Blaich C.
Năm xuất bản
2010
Source title
Handbook of Engaged Scholarship
Số trích dẫn
1
DOI
Liên kết
Tóm tắt
All of the efforts just described were completed in one academic year. Changes in student engagement on three measures are shown in Figures 10.2-10.4. Specifically, the percentage of seniors who reported that they "often" or "very often" came to class without completing their assignments dropped from 29 percent in 2003 to 15 percent in 2008; the percentage of seniors who reported that they "often" or "very often" worked harder than they thought they could to meet a professor's expectations rose from 48 percent in 2003 to 59 percent in 2008; the percentage of students who reported that they spent 10 hours per week or fewer studying for class decreased from 39 percent in 2003 to 22 percent in 2008. The main point to glean from these data is not that certain interventions guarantee certain increases in engagement. Indeed, the relationship between the institution's efforts to improve student engagement and the actual increases in the percentage of students showing increased engagement is correlational not causal. Nor is the main point to glean from these data that this institution should be set apart for its accomplishments. Rather, the main point is to highlight ways in which a liberal arts institution can effect change that, it can be argued from the Wabash National Study and other research, is directly related to student engagement. We argue that liberal arts colleges, given their smaller size and uniform institutional mission, are in a better position than research universities to adapt to assessment data and thereby more quickly enact strategies to increase student engagement. Each institution highlighted in Part 2 of this volume has certain built-in advantages and disadvantages. We believe that liberal arts colleges have the advantages of smaller institutional size, smaller class sizes, more uniform institutional mission, and great nimbleness and ability to change instructional and curricular strategies. We believe, in turn, that those advantages can be parlayed into producing higher levels of student academic engagement. © 2010 by Michigan State University Press. All rights reserved.
Từ khóa
Tài liệu tham khảo
Astin A.W., How the liberal arts college affects students, Daedalus, 128, pp. 77-100, (1999); Chickering A.W., Gamson Z., Seven principles for good practice in undergraduate education, AAHE Bulletin, 40, 7, pp. 3-7, (1987); Bowman N.A., Can first-year college students provide accurate self-reports about their learning and development?, The 33rd Annual Conference of the Association for the Study of Higher Education, (2008); Kuh G.D., Built to engage: Liberal arts colleges and effective educational practice, The ACLS Conference on Liberal Arts Colleges in American Higher Education, (2003); Kuh G.D., Hu S., The effects of student-faculty interaction in the 1990s, The Review of Higher Education, 24, pp. 309-332, (2001); Pascarella E.T., Cruce T.M., Wolniak G.C., Blaich C.F., Liberal arts colleges and liberal arts education: New evidence on impacts, ASHE Higher Education Report, 31, (2005)
Nơi xuất bản
Michigan State University Press
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus