Saved in:
| Main Author: | |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1996
|
| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED397745 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1867181861977980928 |
|---|---|
| author | Lucas, John A. |
| author_facet | Lucas, John A. Lucas, John A. |
| collection | Education Resources Information Center |
| contents | Beginning the Dialogue on Evaluating How Students Learn. AIR 1996 Annual Forum Paper. Lucas, John A. College Outcomes Assessment Graduate Surveys Higher Education Institutional Research Intellectual Disciplines Learning Processes Outcomes of Education Research Methodology Student Development Student Evaluation Surveys This paper briefly reviews the learning outcome aspects of seven recent follow-up studies completed for seven different transfer discipline areas at William Rainey Harper College (Illinois). It notes an increasing interest by the field of institutional research in evaluating how students learn. Faculty in the fields of psychology, English, management, speech, geography, the honors program, history and political science have been using surveys evaluating to what extent students achieve general learning skills. Major findings have indicated that Harper College has its greatest impact on building self-esteem, developing problem solving skills, choosing a career path, communication skills, evaluation of information, and library research. The college seems to have little effect on building skills to work in small groups. Grades do not seem to have a negative effect on learning, and lectures and class discussions are perceived to be the two most effective teaching delivery systems. Only assigned papers were rated as a clearly superior classroom assessment measure. Forces moving faculty to become more concerned about evaluating general education learning are identified and include national goals on learning, diversity pressures, the focus on outcomes of accrediting agencies, and a faculty development focus on teaching and learning delivery systems. Institutional research is seen to be the obvious partner of faculty in developing good surveys and research strategies in learning outcomes. Contains one table and seven references. (DB) |
| format | Recurso educativo Open Access |
| id | eric_ED397745 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1996 |
| record_format | eric |
| spellingShingle | Beginning the Dialogue on Evaluating How Students Learn. AIR 1996 Annual Forum Paper. Lucas, John A. College Outcomes Assessment Graduate Surveys Higher Education Institutional Research Intellectual Disciplines Learning Processes Outcomes of Education Research Methodology Student Development Student Evaluation Surveys Beginning the Dialogue on Evaluating How Students Learn. AIR 1996 Annual Forum Paper. Lucas, John A. College Outcomes Assessment Graduate Surveys Higher Education Institutional Research Intellectual Disciplines Learning Processes Outcomes of Education Research Methodology Student Development Student Evaluation Surveys This paper briefly reviews the learning outcome aspects of seven recent follow-up studies completed for seven different transfer discipline areas at William Rainey Harper College (Illinois). It notes an increasing interest by the field of institutional research in evaluating how students learn. Faculty in the fields of psychology, English, management, speech, geography, the honors program, history and political science have been using surveys evaluating to what extent students achieve general learning skills. Major findings have indicated that Harper College has its greatest impact on building self-esteem, developing problem solving skills, choosing a career path, communication skills, evaluation of information, and library research. The college seems to have little effect on building skills to work in small groups. Grades do not seem to have a negative effect on learning, and lectures and class discussions are perceived to be the two most effective teaching delivery systems. Only assigned papers were rated as a clearly superior classroom assessment measure. Forces moving faculty to become more concerned about evaluating general education learning are identified and include national goals on learning, diversity pressures, the focus on outcomes of accrediting agencies, and a faculty development focus on teaching and learning delivery systems. Institutional research is seen to be the obvious partner of faculty in developing good surveys and research strategies in learning outcomes. Contains one table and seven references. (DB) |
| title | Beginning the Dialogue on Evaluating How Students Learn. AIR 1996 Annual Forum Paper. |
| topic | College Outcomes Assessment Graduate Surveys Higher Education Institutional Research Intellectual Disciplines Learning Processes Outcomes of Education Research Methodology Student Development Student Evaluation Surveys |
| url | https://eric.ed.gov/?id=ED397745 |