CHI TIẾT NGHIÊN CỨU …

Tiêu đề

The effects of liberal arts experiences on liberal arts outcomes

Tác giả

Seifert T.A.; Goodman K.M.; Lindsay N.; Jorgensen J.D.; Wolniak G.C.; Pascarella E.T.; Blaich C.

Năm xuất bản

2008

Source title

Research in Higher Education

Số trích dẫn

60

DOI

10.1007/s11162-007-9070-7

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-38649141518&doi=10.1007%2fs11162-007-9070-7&partnerID=40&md5=51be2fa8f10a5fb7db90c0504f6da8e1

Tóm tắt

Despite scholars' praise of liberal arts education as a model form, very little research has examined the actual impact of liberal arts education on learning outcomes. The elaborate rhetoric and anecdotal support, long used to advance liberal arts education as the premier type of education with value for all, is no longer sufficient. The practices and conditions that lead to outcomes of a liberally educated student remain an empirical black box. Guided by the work of Pascarella et al. [2005, Liberal arts colleges and liberal arts education: New evidence on impacts. ASHE Higher Education Report, 31(3)], this study examined the extent to which an institutional ethos, that values student-student and student-faculty interaction within a supportive environment characterized by high expectations for developing the intellectual arts, manifests in the lived experiences of students and predicts the development of outcomes theoretically associated with the liberal arts. Specifically, we investigated the construct and predictive validity of the liberal arts experience scale relative to liberal arts outcomes. Using data from the first phase of the Wabash National Study of Liberal Arts Education, net of student background characteristics and institution attended, we found liberal arts experiences had a positive effect on four of six liberal arts outcomes, including intercultural effectiveness, inclination to inquire and lifelong learning, well-being, and leadership. © 2007 Springer Science+Business Media, LLC.

Từ khóa

Learning outcomes; Liberal arts; Liberal arts education; Liberally educated

Tài liệu tham khảo

The Academy's Education Standards, (2003); Politics, Book Eight; Statement on Liberal Learning, (1998); Greater Expectations: A New Vision for Learning As A Nation Goes to College, (2002); Astin A., What Matters in College?, (1993); Astin A.W., Koblik S., Graubard S., How the liberal arts college affects students, Distinctly American: The Residential Liberal Arts Colleges, (2000); Blaich C., Bost A., Chan E., Lynch R., Defining Liberal Arts Education, (2004); Cacioppo J.T., Petty R.E., Kao C.F., The efficient assessment of need for cognition, Journal of Personality Assessment, 48, pp. 306-307, (1987); Wabash National Study of Liberal Arts Education, (2006); Chickering A.W., Gamson Z.F., Seven principles for good practice in undergraduate education, AAHE Bulletin, 39, pp. 3-7, (1987); Chickering A.W., Gamson Z.F., Applying the seven principles for good practice in higher education., New Directions for Teaching and Learning, 1991, pp. 1-104, (1991); Chickering A.W., Gamson Z.F., Development and adaptations of the seven principles for good practice in undergraduate education., New Directions for Teaching and Learning, 1999, pp. 75-81, (1999); Chickering A., Reisser L., Education and Identity, (1993); Cohen J., Cohen P., West S.G., Aiken L.S., Applied Multiple Regression/correlation Analysis for the Behavioral Sciences, (2003); Cruce T., Wolniak G.C., Seifert T.A., Pascarella E.T., Blaich C., Impacts of good practices on cognitive development, learning orientations, and graduate degree plans during the first year of college, Journal of College Student Development, 47, pp. 365-383, (2006); Farrell E.F., Van Der Werf M., Playing the rankings game, The Chronicle of Higher Education, 53, (2007); Hammer M.R., Bennett M.J., The Intercultural Development Inventory (IDI) Manual, (2001); Social Change Model of Leadership Development, (1996); King P., Kendall Brown M., Lindsay N., Vanhecke J., Liberal arts student learning outcomes: An integrated perspective, About Campus; Kitchener K.S., Wood P.K., Jensen L., Individual Differences in Gains in Reflective Judgment and their Relationship to College Experiences; Kuh G.D., Guiding principles for creating seamless learning environments for undergraduates, Journal of College Student Development, 37, pp. 135-148, (1996); Kuh G.D., Assessing what really matters to student learning: Inside the national study of student engagement, Change, 33, 3, pp. 10-17, (2001); Kuh G.D., What we're learning about student engagement from NSSE, Change, 35, pp. 24-32, (2003); Kuh G.D., Kinzie J., Schuh J.H., Whitt E.J., Et al., Student Success in College: Creating Conditions that Matter, (2005); Kuh G.D., Schuh J.H., Whitt E.J., Et al., Involving Colleges: Successful Approaches to Fostering Student Learning and Personal Development, (1991); Matthews A., Bright College Years: Inside the American College Campus Today, (1997); Nussbaum M.C., Cultivating Humanity: A Classical Defense of Reform in Liberal Education, (1997); Pascarella E.T., How college affects students: Ten directions for future research, Journal of College Student Development, 47, pp. 506-520, (2006); Pascarella E., Terenzini P., How College Affects Students, (1991); Pascarella E., Terenzini P., How College Affects Students: Vol. 2. A Third Decade of Research, (2005); Pascarella E., Wolniak G., Cruce T., Blaich C., Do liberal arts colleges really foster good practices in undergraduate education?, Journal of College Student Development, 45, pp. 57-74, (2004); Pascarella E., Wolniak G., Seifert T., Cruce T., Blaich C., Liberal arts colleges and liberal arts education: New evidence on impacts, ASHE Higher Education Report, 31, 3, (2005); Rest J., Narvaez D., Thoma S.J., Bebeau M.J., DIT2: Devising and testing a new instrument of moral judgment, Journal of Educational Psychology, 91, pp. 644-659, (1999); Ryff C.D., Happiness is everything, or is it? Explorations on the meaning of psychological well-being, Journal of Personality and Social Psychology, 57, pp. 1069-1081, (1989); Ryff C.D., Keyes C.L.M., The structure of psychological well-being visited, Journal of Personality and Social Psychology, 69, pp. 719-727, (1995); Shadish W.R., Cook T.D., Campbell D.T., Experimental and Quasi Experimental Designs for Generalized Causal Inference, (2002); Terenzini P.T., Pascarella E.T., Blimling G.S., Students' out-of-class experiences and their influence on learning and cognitive development: A literature review, Journal of College Student Development, 37, pp. 149-162, (1996); Turner F.M., The Idea of the University, John Henry Newman, (1996); Tyree T.M., Designing an instrument to measure the socially responsible leadership using the social change model of leadership development, Dissertation Abstracts International, 59, (1998); A Test of Leadership: Charting the Future of U.S. Higher Education, (2006); Wood P.K., Kitchener K.S., Jensen L., Hofer B., Pintrich P., Considerations in the design, evaluation of a paper-and-pencil measure of reflective thinking, Personal Epistemology: The Psychology of Beliefs about Knowledge and Knowing, (2002)

Nơi xuất bản

Hình thức xuất bản

Article

Open Access

Nguồn

Scopus