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Author: National Survey of Student Engagement Publisher: ISBN: Category : College students Languages : en Pages : 48
Book Description
The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. In this edition, NSSE shifts the focus of their analyses to the institution (a focus that has always existed in the "Using NSSE Data" section highlighting how selected colleges and universities make use of their NSSE results). As shown herein, the average student's experience can vary considerably from one institution to the next, even among institutions of comparable size or selectivity. NSSE's findings challenge the conventional wisdom that certain characteristics of colleges and universities assure a high-quality educational experience. In addition to examining overall differences in engagement between institutions, NSSE documents the existence of outliers--institutions where student populations at risk for lower levels of engagement are in fact as engaged as their more advantaged counterparts. Such "existence proofs" demonstrate that an institution's performance need not be limited by the students it serves. Based on the findings, the key may well be distinctive institutional cultures that focus attention and energy on maximizing the conditions for student success. In addition to the institution-level analysis, this year's report continues NSSE's exploration of results from their new topical modules, including further analyses of academic advising as well as findings from a new module on students' experiences with information literacy. The reporting of survey results concludes with new findings from the Beginning College Survey of Student Engagement (BCSSE) and the Faculty Survey of Student Engagement (FSSE), offering fresh insights into how effective educational practice and effective teaching and learning can be promoted. The Using NSSE Data section of this year's report provides several real-world examples of how colleges and universities are putting findings from the updated NSSE survey to good use. A list of references and resources is included. [For "A Fresh Look at Student Engagement. Annual Results 2013," see ED544450.].
Author: National Survey of Student Engagement Publisher: ISBN: Category : College students Languages : en Pages : 48
Book Description
The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. In this edition, NSSE shifts the focus of their analyses to the institution (a focus that has always existed in the "Using NSSE Data" section highlighting how selected colleges and universities make use of their NSSE results). As shown herein, the average student's experience can vary considerably from one institution to the next, even among institutions of comparable size or selectivity. NSSE's findings challenge the conventional wisdom that certain characteristics of colleges and universities assure a high-quality educational experience. In addition to examining overall differences in engagement between institutions, NSSE documents the existence of outliers--institutions where student populations at risk for lower levels of engagement are in fact as engaged as their more advantaged counterparts. Such "existence proofs" demonstrate that an institution's performance need not be limited by the students it serves. Based on the findings, the key may well be distinctive institutional cultures that focus attention and energy on maximizing the conditions for student success. In addition to the institution-level analysis, this year's report continues NSSE's exploration of results from their new topical modules, including further analyses of academic advising as well as findings from a new module on students' experiences with information literacy. The reporting of survey results concludes with new findings from the Beginning College Survey of Student Engagement (BCSSE) and the Faculty Survey of Student Engagement (FSSE), offering fresh insights into how effective educational practice and effective teaching and learning can be promoted. The Using NSSE Data section of this year's report provides several real-world examples of how colleges and universities are putting findings from the updated NSSE survey to good use. A list of references and resources is included. [For "A Fresh Look at Student Engagement. Annual Results 2013," see ED544450.].
Author: Indiana University, National Survey of Student Engagement Publisher: ISBN: Category : Languages : en Pages : 52
Book Description
The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. In this edition, NSSE shifts the focus of their analyses to the institution (a focus that has always existed in the "Using NSSE Data" section highlighting how selected colleges and universities make use of their NSSE results). As shown herein, the average student's experience can vary considerably from one institution to the next, even among institutions of comparable size or selectivity. NSSE's findings challenge the conventional wisdom that certain characteristics of colleges and universities assure a high-quality educational experience. In addition to examining overall differences in engagement between institutions, NSSE documents the existence of outliers--institutions where student populations at risk for lower levels of engagement are in fact as engaged as their more advantaged counterparts. Such "existence proofs" demonstrate that an institution's performance need not be limited by the students it serves. Based on the findings, the key may well be distinctive institutional cultures that focus attention and energy on maximizing the conditions for student success. In addition to the institution-level analysis, this year's report continues NSSE's exploration of results from their new topical modules, including further analyses of academic advising as well as findings from a new module on students' experiences with information literacy. The reporting of survey results concludes with new findings from the Beginning College Survey of Student Engagement (BCSSE) and the Faculty Survey of Student Engagement (FSSE), offering fresh insights into how effective educational practice and effective teaching and learning can be promoted. The Using NSSE Data section of this year's report provides several real-world examples of how colleges and universities are putting findings from the updated NSSE survey to good use. A list of references and resources is included. [For "A Fresh Look at Student Engagement. Annual Results 2013," see ED544450.].
Author: Indiana University, National Survey of Student Engagement Publisher: ISBN: Category : Languages : en Pages : 16
Book Description
In 2015, the National Survey of Student Engagement (NSSE) collected responses from more than 315,000 first-year and senior students attending 585 bachelor's degree-granting colleges and universities in the United States and Canada. This report presents selected NSSE results from students at 541 U.S. institutions or subsets of that group where supplemental survey items were included. It also shares selected results from NSSE's two companion surveys, the Beginning College Survey of Student Engagement (BCSSE) and the Faculty Survey of Student Engagement (FSSE). The report investigates NSSE results that bear on the importance of challenging students to do their best work, seniors' preparation in the major, and the relationship of financial stress to engagement and views of the campus environment. The BCSSE analysis examined high school study habits and their relationship with the first year of college. The FSSE results were used to investigate faculty perceptions safety and crisis preparedness. Key findings include: (1) Only about half of first-year students and three in five seniors reported that their courses highly challenged them to do their best work; (2) Coursework in the major that emphasizes creative skills (e.g., generating new ideas, taking risks, inventing new methods to find solutions) was positively related to student engagement in several areas; (3) Financial stress was common among undergraduates, particularly among first-generation, women, Black, and Hispanic students; (4) Academic habits developed in high school, such as the amount of time devoted to studying, tend to carry over to college with lasting positive effects; and (5) Nearly nine out of ten faculty felt safe at their institutions. Institutions where faculty felt safer provided more training about sexual assault, more resources for victims of sexual assault, and more crisis response training. [For "Bringing the Institution into Focus. Annual Results 2014," see ED574511.].
Author: John Zilvinskis Publisher: Taylor & Francis ISBN: 1000971872 Category : Education Languages : en Pages : 331
Book Description
Research shows that enriching learning experiences such as learning communities, service-learning, undergraduate research, internships, and senior culminating experiences – collectively known as High-Impact Practices (HIPs) – are positively associated with student engagement; deep, and integrated learning; and personal and educational gains for all students – particularly for historically underserved students, including first-generation students and racially minoritized populations. While HIPs’ potential benefits for student learning, retention, and graduation are recognized and are being increasingly integrated across higher education programs, much of that potential remains unrealized; and their implementation frequently uneven. Colleges are eager to use the HIP nomenclature for recruitment, promoting equity for traditionally underserved student populations, and preparing lifelong learners and successful professionals. However, HIPs defy easy categorization or standardized implementation. They rely on fidelity, quality, and consistency – being “done well” – to achieve their learning outcomes; and, above all, require attention to access and equity if they are to fulfill their promise of benefitting all student populations equally.The goal of Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact. For proponents and practitioners this book offers perspectives, data and critiques to interrogate and improve practice. For administrators it provides an understanding of what’s needed to deliver the necessary support.
Author: Carin Berkowitz Publisher: University of Pittsburgh Press ISBN: 0822982757 Category : Science Languages : en Pages : 349
Book Description
The nineteenth century witnessed a dramatic shift in the display and dissemination of natural knowledge across Britain and America, from private collections of miscellaneous artifacts and objects to public exhibitions and state-sponsored museums. The science museum as we know it—an institution of expert knowledge built to inform a lay public—was still very much in formation during this dynamic period. Science Museums in Transition provides a nuanced, comparative study of the diverse places and spaces in which science was displayed at a time when science and spectacle were still deeply intertwined; when leading naturalists, curators, and popular showmen were debating both how to display their knowledge and how and whether they should profit from scientific work; and when ideals of nationalism, class politics, and democracy were permeating the museum's walls. Contributors examine a constellation of people, spaces, display practices, experiences, and politics that worked not only to define the museum, but to shape public science and scientific knowledge. Taken together, the chapters in this volume span the Atlantic, exploring private and public museums, short and long-term exhibitions, and museums built for entertainment, education, and research, and in turn raise a host of important questions, about expertise, and about who speaks for nature and for history.
Author: Pamela Aall Publisher: McGill-Queen's Press - MQUP ISBN: 1928096220 Category : Political Science Languages : en Pages : 342
Book Description
The prevailing narrative on Africa is that it is awash with violent conflict. Indeed, it does suffer from a multitude of conflicts — from border skirmishes to civil wars to terrorist attacks. Conflicts in Africa are diverse and complex, but there have been a number of cases of successful conflict management and resolution. What accounts for the successes and failures, and what can we learn from Africa’s experience? Minding the Gap: African Conflict Management in a Time of Change takes on these questions, bringing together more than 20 experts to examine the source of conflicts in Africa and assess African management capacity in the face of these conflicts.
Author: Middle States Association of Colleges and Secondary Schools. Commission on Higher Education Publisher: ISBN: Category : Education, Secondary Languages : en Pages : 40
Author: Martha Albertson Fineman Publisher: Routledge ISBN: 1317000900 Category : Law Languages : en Pages : 246
Book Description
Martha Albertson Fineman’s earlier work developed a theory of inevitable and derivative dependencies as a way of problematizing the core assumptions underlying the ’autonomous’ subject of liberal law and politics in the context of US equality discourse. Her ’vulnerability thesis’ represents the evolution of that earlier work and situates human vulnerability as a critical heuristic for exploring alternative legal and political foundations. This book draws together major British and American scholars who present different perspectives on the concept of vulnerability and Fineman's ’vulnerability thesis’. The contributors include scholars who have thought about vulnerability in different ways and contexts prior to encountering Fineman’s work, as well as those for whom Fineman’s work provided an introduction to thinking through a vulnerability lens. This collection demonstrates the broad and intellectually exciting potential of vulnerability as a theoretical foundation for legal and political engagements with a range of urgent contemporary challenges. Exploring ways in which vulnerability might provide a new ethical foundation for law and politics, the book will be of interest to the general reader, as well as academics and students in fields such as jurisprudence, philosophy, legal theory, political theory, feminist theory, and ethics.
Author: National Survey of Student Engagement
Author: National Survey of Student Engagement
Author: Indiana University, National Survey of Student Engagement
Author: Great Britain. Parliament. House of Commons
Author: Indiana University, National Survey of Student Engagement
Author: John Zilvinskis
Author: Commonwealth Shipping Committee
Author: Carin Berkowitz
Author: Pamela Aall
Author: Middle States Association of Colleges and Secondary Schools. Commission on Higher Education
Author: Martha Albertson Fineman