Relevant bibliographies by topics / Higher;Learning and scholarship;College environment

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Higher;Learning and scholarship;College environment'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Higher;Learning and scholarship;College environment"

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Petrides, Lisa, Letha Goger, and Cynthia Jimes. "The role of "open" in strategic library planning." education policy analysis archives 24 (March 28, 2016): 36. http://dx.doi.org/10.14507/epaa.24.2478.

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Academic libraries are undergoing evolutionary change as emerging technologies and new philosophies about how information is created, distributed, and shared have disrupted traditional operations and services. Additionally, the population that the academic library serves is increasingly distributed due to distance learning opportunities and new models of teaching and learning. This article, the first in this special issue, suggests that in today’s increasingly networked and distributed information environment, the strategic integration of open curation and collection development practices can
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Nguyenvoges, Shelbee R. "Stories of Transition From G. I. Joe, G. I. Jane & Their Classmates: Using Critical Incident Narratives to Promote Social Integration in the Us First-Year Experience." Comparative Professional Pedagogy 5, no. 3 (2015): 14–24. http://dx.doi.org/10.1515/rpp-2015-0049.

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Abstract The purpose of this case study research aims to bridge gaps in the current research by exploring how both veteran and nonveteran adult and higher education (AHE) learners make sense of their educational journey and identity, in and out of the classroom, during their first-year experience (FYE) course at a community college (CC) in the Southwest region. Combining critical incident technique (CIT) and narrative inquiry, the researcher is able to investigate veteran and nonveteran AHE learners’ personal critical incident narrative testimonies to make sense of individual identity and valu
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McGill, Megann, Christina Turrietta, and Aparna Lal. "Teaching health science students during COVID-19: Cross-hemisphere reflections." Journal of University Teaching and Learning Practice 18, no. 5 (2021): 35–51. http://dx.doi.org/10.53761/1.18.5.3.

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Efforts to mitigate the spread of the COVID-19 virus based on recommendations from government agencies across the world, such as physical distancing requirements, propelled university and college training programs into virtual learning environments in 2020. This unprecedented and largely unplanned shift to online/remote learning has led to novel pedagogical experiences for instructors, particularly those teaching in the field of health sciences, which typically rely on in-person and hands-on training to prepare students for their careers. Our manuscript aims to answer the research question, “W
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Haines, Danell J., and Tyler Fortman. "The College Recreational Sports Learning Environment." Recreational Sports Journal 32, no. 1 (2008): 52–61. http://dx.doi.org/10.1123/rsj.32.1.52.

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To show the need for continued financial support, align with universities' missions of student learning, and improve the lives of participants, college recreational sport (CRS) professionals must demonstrate that CRS programs, facilities, and services cause growth in student learning. This study measured sport club out-of-classroom learning in an effort to begin measuring the impact of all CRS areas on student learning. It was hypothesized that sport club participants make gains in life skills, diversity, social interactions, communication, character, leadership, and self-beliefs as a result o
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Farmer, Kristine, Jeff Allen, Malak Khader, Tara Zimmerman, and Peter Johnstone. "Paralegal Students’ and Paralegal Instructors’ Perceptions of Synchronous and Asynchronous Online Paralegal Course Effectiveness: A Comparative Study." International Journal for Educational and Vocational Studies 3, no. 1 (2021): 1. http://dx.doi.org/10.29103/ijevs.v3i1.3550.

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To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively pe
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Pan, Wu Min, and Chao Guan. "The Study on Network Practice Platform of Higher College of Engineering." Advanced Materials Research 933 (May 2014): 840–43. http://dx.doi.org/10.4028/www.scientific.net/amr.933.840.

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Network practice teaching platform is designed with engineering students in College of Engineering learning as the center of the learning, which mainly includes the learning environment design, ruing activity design and the information resources design. The main content of platform includes: teaching practice bulletin board, practice appointment management, scores query management, practice material management and interactive discussion area.
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McGregor, Peter K., Jason Birt, Kelly Haynes, et al. "Student engagement and enhancement through research and scholarship." Higher Education, Skills and Work-Based Learning 5, no. 1 (2015): 86–94. http://dx.doi.org/10.1108/heswbl-07-2014-0035.

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Purpose – A significant (8-18 per cent) proportion of higher education (HE) students in the UK are hosted by colleges. The quality of college HE provision has been questioned. The purpose of this paper is to present the case studies showing an HE ethos and student scholarship in a college environment from two levels of degree, three areas of science and contexts from submission to government consultations to tropical fieldwork, and from event organisation to volunteering. Design/methodology/approach – Five case studies are presented, each of which was developed and delivered by a subset of the
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Nordin, Norshidah, Nurhazwani Abd Halim, and Melissa Malik. "Assessing Readiness for Self-Directed Learning among College Students in the Provision of Higher Learning Institution." Environment-Behaviour Proceedings Journal 1, no. 3 (2016): 91. http://dx.doi.org/10.21834/e-bpj.v1i3.352.

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Readiness for self-directed learning (SDRLS) is a necessary skill for 21st-century learners. Learners are expected to be responsible for their own learning. However, to what extend Malaysian students are ready to facilitate their own learning or are they still being spoon-fed? This study was intended to assess SDLRS among college students. It utilized a survey method research design. There were 136 diploma students participated in this study. The finding revealed that respondents' levels of SDRLS were high. There was significant difference between SDRLS and gender but no significant difference
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Nurdian Susilowati, Sari Lestari, Dela Yuniarsih, and Deviana Hardining Maharani. "Investigating Self-Regulated Learning Differences Based on Gender, Scholarship, and Student’s Housing." Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB) 8, no. 1 (2020): 25–33. http://dx.doi.org/10.21009/jpeb.008.1.3.

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This study aims to determine the differences students’ self-regulated learning (SRL) based on gender, scholarship, and student’s housing. Referring to Roscoe, our sample of the study is 36 students by using purposive sampling technique.. Analysis of the data are quantitative descriptive and hypothesis testing using independent sample t-test. The results showed that there is no significant difference in self-regulated learning based on gender. Self-regulated learning of female is higher than male students. Based on scholarships, there is no significant difference in self-regulated learning but
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Alt, Dorit. "Students’ Perceived Constructivist Learning Environment." European Journal of Psychological Assessment 34, no. 6 (2018): 432–43. http://dx.doi.org/10.1027/1015-5759/a000358.

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Abstract. Theoretical classifications suggest three key tenets of the constructivist learning environment: constructivist task, teacher-student interaction, and social activity. This study assessed two scales, measuring the perceptions of high school and college students of their constructivist learning environment. Facet theory (FT) approach with smallest space analysis (SSA) as well as confirmatory factor analysis (CFA) were used to confirm the structure of the constructivist learning theory and to test the structural validity of scores on two scales. In the first study, data were gathered b
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Dissertations / Theses on the topic "Higher;Learning and scholarship;College environment"

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Frymire, Christopher B. "Student satisfaction and involvement with third places at a university." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/766.

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This study explored student understanding of third places at the University of the Pacific. As colleges and universities seek to develop the whole student, providing students places that develop a sense ofbelongingness will contribute to their social development. Research has also shown that providing this belongingness will improve student learning. The questions this study hopes to answer are how do students use spaces on campus, and how do these spaces affect student satisfaction and involvement with the University. The results provided by students showed connections between student respons
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Sweet, John. "Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education." Thesis, University of South Wales, 2011. https://pure.southwales.ac.uk/en/studentthesis/using-personal-and-academic-development-to-reconcile-research-with-learning-and-teaching-in-a-model-for-scholarship-in-higher-education(561903ec-cabc-4c41-81ce-2e1283e911fb).html.

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This thesis traces the contested scholarship between the three activity topics of learning and teaching, research and academic and professional development. 11 published articles and 7 others that have been prepared for publication were used as exemplar articles for analysis. This included the history and context of the writing and the way in which the three topics hold together and the patterns or relationships that can be seen between them. Most of the articles aim to bring something new to the public arena and challenge the current status quo in Higher Education. The Learning and Teaching a
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Reddick, Susan Jane. "Strategies That Enhance Student Engagement in the Community College Learning Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6267.

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From 2012 to 2015, students' academic performance at a community college in North Carolina fell below North Carolina Community College System baseline benchmarks despite the institution's adoption of several student success initiatives. Building from the established correlation between student academic achievement and academic engagement and the importance of noncognitive competencies in moderating student academic engagement, this qualitative case study investigated the academic experiences of 7 students who were members of the Paying It Forward mentoring program to determine the types of sup
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Gosselin, Donna Gosselin. "Faculty Self-Efficacy Instructing in a Hybrid Learning Environment at a Career College." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3773.

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Since the inception of the hybrid instruction model at a career college in the western United States, there has not been an exploration of faculty members' understanding of hybrid instruction. Therefore, campus administrators do not have a clear understanding of the faculty perception of teaching in a hybrid learning environment. Using Bandura's social cognitive theory, this qualitative narrative inquiry study was conducted to explore faculty self-efficacy instructing in a hybrid learning environment at the career college. A purposeful sampling method was used to select 9 faculty who have taug
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Buck, Julia M. "Perceptions of the online learning environment among college students who have never taken an online course." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009buckj.pdf.

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Maddox, Winston H. "Adapting to a Virtual Learning Environment." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1429557429.

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Bowman, Shennen. "Correlation of Cognitive Load with the Physical Learning Environment for Undergraduate College Students in an Introduction to Psychology Class." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10937852.

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<p> A gap in the knowledge of literature was found in that no research had been performed examining the effect different physical learning environments have on cognitive load levels. This is important because high cognitive load levels are known to affect learning. The purpose of this quantitative correlational study is to examine the relationship between the overall, intrinsic, and extraneous cognitive load and the physical learning environment (online and traditional classrooms) of undergraduate college students in an Introduction to Psychology class, at a medium-sized liberal arts college.
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Tyndall, Christy L. "CALLED TO TEACH: A MIXED METHODS EXPLORATION OF COMMUNITY COLLEGE ADJUNCT FACULTY’S TEACHING SELF-EFFICACY." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4715.

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Adjunct faculty teach over 50% of courses in U.S. higher education but little is known about them as educators. Strong evidence has been found in the K-12 literature demonstrating the link between teachers’ beliefs, instructional practices, and subsequent student outcomes. Teaching self-efficacy, beliefs in one’s capabilities to perform specific tasks in a particular context, is an important contributor to motivation and performance (Tschannen-Moran et al., 1998). This research advances teaching and learning literature in higher education and provides insight into an understudied population of
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Dodd, Patricia M. "Assessing the Efficacy of Learning Communities at Four North Texas Community Colleges." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3255/.

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This observational study involving intact groups and convenient sampling examined learning communities at four North Texas Community Colleges. The purpose of this study was to determine if there was a significant difference in cathectic learning climate, inimical ambiance, academic rigor, affiliation and structure among students in learning communities and freestanding classes. Learning communities are gaining nationwide popularity as instruments of reform in Higher Education. Recent studies have discussed the benefits of learning communities to student, faculty and institutions. As learning c
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Ransom, Whitney. "The Scholarship of Teaching: Contributing Factors to Improved Teaching Performance Among University Faculty Members." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2327.pdf.

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Books on the topic "Higher;Learning and scholarship;College environment"

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Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. Anker Pub. Co., 2007.

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editor, Moser Drew, Ream Todd C. editor, and Braxton John M. editor, eds. Scholarship reconsidered: Priorities of the professoriate. Jossey-Bass, 2015.

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Buys, Fanie. The physical learning environment: A path to success - or not? Nelson Mandela Metropolitan University, 2009.

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Oakley, Francis. Scholarship and teaching: A matter of mutual support. American Council of Learned Societies, 1996.

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Oakley, Francis. Scholarship and teaching: A matter of mutual support. American Council of Learned Societies, 1996.

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Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. Information Science Reference, 2012.

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Taking stock: Research on teaching and learning in higher education. School of Policy Studies, Queen's University, McGill-Queen's University Press, 2010.

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Kathryn, Winograd, and Lange Dan, eds. You can teach online: Building a creative learning environment. McGraw-Hill, 2001.

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Andrea, Sterk, ed. Religion, scholarship & higher education: Perspectives, models and future prospects : essays from the Lilly Seminar on Religion and Higher Education. University of Notre Dame Press, 2001.

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Mahoney, Twiest Meghan, and Gerlach Gail J, eds. The college learner: How to survive and thrive in an academic environment. Merrill, 1996.

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Book chapters on the topic "Higher;Learning and scholarship;College environment"

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Duan, Chenggui, and Kwok Fong Lee. "The Adoption of Free and Open Source Software in Teaching and Learning: An Empirical Study of General Education in Chu Hai College of Higher Education." In Learning Environment and Design. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8167-0_8.

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Nuffer, Ellen L. "Collaborative Learning Among Faculty." In Computer-Supported Collaborative Learning. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-753-9.ch008.

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In higher education today, faculty members are faced with ever-increasing expectations for their teaching, scholarship, and service. Faculty in the 21st century college and university must teach with technology, incorporate student research opportunities into the curriculum, employ active learning strategies while accommodating learners with disabilities, engage in scholarship at the edges of the traditional disciplines, demonstrate multiple forms of scholarship in a professional portfolio, implement classroom and departmental assessment strategies, and provide service to the discipline and community in addition to the college. These complex roles frequently require faculty to collaborate with staff, administrators, students, and peers for the most effective engagement in these new modes of scholarship, service, and teaching. Faculty development professionals are faced with the challenges of supporting faculty in this new environment, and in particular with finding ways to facilitate the sharing, interacting, discussing, questioning, and brainstorming necessary for success in a highly-demanding work environment. Given the time constraints that are endemic in today’s academy, creative solutions that will facilitate collaboration are necessary.
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Fortner, Sarah K., Hannah H. Scherer, and John B. Ritter. "Community Engagement in the Earth Sciences." In Preparing Students for Community-Engaged Scholarship in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2208-0.ch018.

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Situated learning posits that all learning happens in context. Applied to earth resilience challenges (e.g., water, climate, hazards), learning should include building the skills, habits, and relationships needed for participatory and equitable community planning and political change. Students should encounter the operational context needed to enact geoscience in communities (e.g., jurisdictional, institutional, political, cultural, information-sharing). This work describes how the geology and environmental science programs at Wittenberg University, a four-year, liberal arts college, use community engagement to deepen student preparation. Together, both programs are recognized as exemplars in civic learning and democratic engagement by the American Association of Colleges and Universities. It especially highlights how community engagement prepares graduates for work in communities by 1) designing courses around community priorities and authentic data analyses and 2) modeling partnering and project evolution as key modes for improving community outcomes.
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Carr, Andrea Rose, Jo-Anne Kelder, and Joseph Crawford. "Exploring the Impact of SoTL on Day-to-Day Learning and Teaching." In Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL). IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2212-7.ch020.

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The Curriculum Evaluation Research (CER) Framework was developed as a response to increasing scrutiny and expectations of the higher education sector, including legislated standards for curriculum and professional teachers that explicitly require a systematic and comprehensive approach to evaluating curriculum. The CER Framework is designed to facilitate a scholarly environment to drive and assure the quality of a curriculum and the capabilities of its teaching team. It stems from a synthesis of teacher as action researcher (TAAR), quality improvement (QI), quality assurance (QA), and the Scholarship of Teaching and Learning (SoTL) applied to the curriculum as it is designed, taught, and revised. In this chapter, the implementation of the CER Framework to the University College is reviewed and evaluated. The University College is an organisational unit comprises approximately 600 students and 80 staff. This chapter includes a reflection on the barriers and enablers of implementing the CER Framework.
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Park, Hannah, and Jana Roberta Minifie. "Service-Learning Volunteerism Reboot." In Preparing Students for Community-Engaged Scholarship in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2208-0.ch011.

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How universities adapt SL varies almost as much as the number of universities that offer those programs as SL can vary from volunteerism to internships. Seventy-seven SL administrators participated in a survey on the perceptions of the U.S. colleges on the definition of SL activities. The survey results indicated the participants less likely consider an academic community engagement project as a SL when it is paid by the community partner. This chapter examines the importance of including funded community engagement scholarship in SL activities. Following the survey results, the chapter further addresses how funding from community partners may strengthen the definition of SL by introducing The Design Laboratory, The Lab, from Memphis College of Art as a case study. The Lab was a student-driven design agency that provided SL activities to the students and communities. Most of The Lab's SL activities were funded by the community partners.
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Pickett Miller, Niya. "Narrative Theory as a Pedagogical Strategy for Culturally Responsive Teaching at HBCUs." In Culturally Responsive Teaching and Learning in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9989-0.ch005.

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Explication of how Walter Fisher's narrative theory may be utilized as a pedagogical approach toward culturally responsive teaching (CRT) communication-centric courses at historically Black colleges and universities (HBCUs) is shared in this reflective chapter. The fundamentals of this pedagogical lens lean heavily upon applied theoretical knowledge, scholarship, and the author's practical experiences in teaching predominantly Black students. It is argued that the everyday communication style and life experiences of Black students be routinely fused into the communication course curricula, assignments, and activities to improve learning student and engagement. While teaching students at HBCUs are highlighted in this chapter, it is argued that all marginal and minority student populations, at any college or university, can benefit from college classrooms where student narratives are woven into the learning.
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Rugutt, John K., Lucille L. T. Eckrich, and Caroline C. Chemosit. "Internet Technology Levels in a Higher Education Teaching and Learning Environment." In Research Perspectives and Best Practices in Educational Technology Integration. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2988-2.ch009.

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The authors of this study utilized the discriminant function analysis using extreme student groups (top and bottom quartiles) defined by students’ internet technology scores to develop a model that best predicts group membership of the low and high internet technology levels among college students. The sample for the study was drawn from a Midwestern doctoral university and consisted of a random sample of senior year undergraduate students (n = 537). The instrument for the study used items from a 2000 College Student Survey (HERI, 2000). The response format for most instrument subscale items used in this study was of the Likert-type. Results of the discriminant analysis showed that students’ classification into low or high internet technology groups based on the institutional, behavioral, and personality variables can accurately be done. The lowest total percent correctly classified was at 72% while the highest total percent correctly classified was 74%. The variables that made significant differences included: student faculty interaction, student support services, quality of instruction and college experience, interpersonal relations and leadership, and student extra effort in learning.
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Zastoupil, Garret J., Elizabeth Tryon, Haley C. Madden, Nasitta A. Keita, and Tashiana Dajaé Lipscomb. "Cultural Factors in Preparing Students for Community-Engaged Scholarship." In Preparing Students for Community-Engaged Scholarship in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2208-0.ch002.

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For over a decade, the authors of this chapter have heard from community partners that many college students are unprepared for community engagement. This chapter makes the case for student preparation and training by examining the current literature regarding student preparation and the authors' own research. The authors offer guiding frameworks, teaching strategies, and theoretical orientations to support student preparation before and throughout community engagement to build transformative community-based learning experiences. Using examples from their own practice, the authors illustrate strategies that lead toward successful student preparation for cross-cultural engagement.
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Anderson, Jeremy, Heather Bushey, Maura E. Devlin, and Amanda J. Gould. "Cultivating Student Engagement in a Personalized Online Learning Environment." In Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0119-1.ch015.

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Higher education has a national imperative to change the ways it supports its increasingly non-traditional populations who seek completion of college degrees in more flexible online environments. However, online education can present challenges to such students learning remotely and often independently, and who may struggle with accessing, understanding, and processing course content and achieving mastery of outcomes. A unique model based on technology and data-driven decision-making that is undergirded by two teaching and learning frameworks—adaptive learning and universal design for learning—is presented, along with outcomes and best practices. By adopting revolutionary methods of engaging students online and ensuring mastery of course and program learning outcomes, which enhance persistence and degree completion, such a model addresses this national educational imperative.
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Kim, Junghwan, Heh Youn Shin, Kim L. Smith, and Jihee Hwang. "Online Higher Education for Nontraditional Adult Students." In Research Anthology on Developing Effective Online Learning Courses. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch016.

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This chapter examines two U.S. four-year public universities, the Pennsylvania State University World Campus and the University of Oklahoma Outreach, that have successfully developed online adult education system/programs for adults. Using the principles of effectiveness for serving adult learners, the integrated review reveals not only how they advance online higher education environment for adults, but the types of challenges they have. Key findings highlight that, under a strong tradition of distance education, “self-assessment system,” “financial independence,” and “diverse active supports for life and career planning” play a critical role in increasing the academic engagement and retention of adult students. However, they also have several challenges: “high tuition rates and limited scholarship options,” “monitoring students' experience,” “learning outcome assessment,” and “commitment of faculty members.” The authors close with practical/academic implications and future research agendas.
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Conference papers on the topic "Higher;Learning and scholarship;College environment"

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Lucey, Siobhán, Frank Burke, Briony Supple, and Jennie Foley. "Learning spaces in community-based dental education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.17.

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In response to various institutional and national policy drivers (University College Cork, 2018; Department of Health, 2019), a community-based dental education (CBDE) initiative in a non-dental setting has been proposed as a new curriculum offering in Paediatric Dentistry in University College Cork. The student-led clinic for children aged 0-5 years will be located in a new primary healthcare centre, which serves as a community hub for health and wellbeing services. The innovative use of learning spaces to imbue a culture of community-engaged scholarship in higher education is widely encourag
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Wang, Guili. "Construction of College English Autonomous Learning Mode Based on Task-based Learning under the Network Environment." In 2015 International Conference on Social Science and Higher Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.44.

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Bhatti, Arif, Abdallah Tubaishat, and Eyas El-Qawasmeh. "Using Technology-Mediated Learning Environment to Overcome Social and Cultural Limitations in Higher Education." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2847.

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Adoption of Internet-based communication and learning technologies could overcome the limitations caused by the social and cultural values of a society. Zayed University (ZU) is a female-only university in a modern Arab country that holds dear its high appreciation to cultural and social values. This paper explores the impact and effectiveness of the outcome-based technology-mediated learning environment for the College of Information systems (CIS) students. This environment compliments the classroom activities. The paper concludes with some discussion on findings from a case-study of a databa
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Li, Yeena, Bin Li, Kin Cheung, and Hilda Tsang. "Contributing factors to academic achievements: from community college to university in Hong Kong." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11182.

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Academic achievement of students transferring from community colleges to 4-year institutions has been a topic of interest to educational researchers globally. However, local empirical evidence remains limited on how transfer students’ learning approaches and the teaching-learning environment relate to their academic achievement in Hong Kong’s universities. The study aims at exploring the relationship between transfer students’ approaches to learning, their perceptions of the teaching-learning environment and academic achievement. The participants were 617 undergraduate students transferring fr
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Gonzalez-Cuevas, Gustavo, Maria Victoria Tabera, Margarita Rubio, Maria Asuncion Hernando, and Maria Jose Alvarez. "Action research plan to boost participation in college students." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5582.

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Tackling difficulties related to student participation in the college classroom is central on the learning process. In this action-research study, we designed and implemented an action plan to boost participation on the grounds of (1) explaining the objectives and procedures for each activity to students; (2) requesting student participation by name; (3) giving them time to reflect before participating; and (4) requesting that students who are not paying attention participate. A survey was used in order to assess students' perceptions of the action plan. The survey included 10 items (1-4 Liker
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Kovac, Velibor Bobo, Anne Karin Vikstøl Olsen, and Kristin Spieler. "Prediction of college grades in the sample of Norwegian students." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5229.

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College grades represent summative assessments that are traditionally used to evaluate the levels of student learning. In the present study we examine the relative impact of individual variables and learning environment (LE) on student grades. The individual variables included in the present study are: school attendance, student learning efficacy, and behavioural intentions. The LE variables are: perceived justice, social identification, learning context, and organizational citizenship behaviour. Participants comprised 201 students enrolled in a mid-size university in Norway. The individual pr
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Doan, Phuong, and Connie Gomez. "Multidisciplinary Problem Based Learning: Venipuncture Practice Arm Research." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11978.

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Abstract Community colleges need more avenues for undergraduate research during their first two years in higher education but face challenges to building robust research namely the limited time frame students are at a community college and the limited resources for research. To maximize the limited resources and the educational experience for the students, multidisciplinary projects within the community college environment provide both engineering and science students with research opportunities that fit the schedule of a working student, allow interaction between disciplines, provide team-bas
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Sandell, Elizabeth J., Katie Archer Olson, and Maria-Renee Leonhardt Grigsby. "INTERCULTURAL PARTNERSHIPS THAT FOSTER CULTURAL COMPETENCE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end034.

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Institutions of higher education (HE) are emphasizing their capacity to (a) foster equitable access; (b) incorporate global perspectives into teaching, learning, and research; (c) build international and intercultural competence among students, faculty, and staff; and (d) establish relationships and collaborations with people and institutions throughout the world. At Minnesota State University, Mankato, instructors have responded to this emphasis with a specific course for pre-service teachers: Human Relations in a Multicultural Society. Based on this experience, the authors based the course o
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Griffin, Alidair A., Barbara Doyle Prestwich, and Eoin P. Lettice. "UCC Open Arboretum Project: Trees as a teaching and outreach tool for environmental and plant education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.25.

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The University College Cork (UCC) Open Arboretum Project aims to re-imagine the original purpose of the University’s tree collection – as a teaching tool. The arboretum represents a unique on-campus learning space which has been under-utilised for teaching in recent times. The arboretum has the capacity to engage students, staff and visitors in a tangible way with important global issues (e.g. the climate emergency and biodiversity loss). It is also an opportunity to combat ‘plant blindness’, i.e. the ambivalence shown to plants in our environment compared to often charismatic animal species.
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Tomko, Megan, Amanda Schwartz, Wendy Newstetter, Melissa Alemán, Robert Nagel, and Julie Linsey. "“A Makerspace Is More Than Just a Room Full of Tools”: What Learning Looks Like for Female Students in Makerspaces." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86276.

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Postulating that the act of making stimulates learning, a widespread effort prompted the integration of makerspaces on college campuses. From community colleges to research-based higher education institutions, large investments were and still are being made to advance the making spirit and encourage non-traditional learning in academic settings. While optimistic that students are taking advantage of the makerspace resources and are in fact learning from their experiences, there needs to be a more direct effort to understand the learning, if any, that is occurring in the makerspace. The makersp
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