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Integrating Essential Learning Outcomes and Electronic Portfolios: Recommendations for Assessment of Student Growth, Course Objectives, Program Outcomes, and Accreditation Standards
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Sowers, Kerri L.; Meyers, Shelly – New Directions for Teaching and Learning, 2021
Stockton University is a mid-size liberal arts institution in Southern New Jersey. Degree seekers must complete required course work in both liberal studies and core, specialized areas, such as business, health sciences, hospitality, education, social and behavioral sciences, or organizational leadership. Stockton emphasizes Essential Learning…
Descriptors: Portfolios (Background Materials), Electronic Publishing, Undergraduate Students, Student Evaluation
Classroom Practices at Institutions with Higher-than-Expected Persistence Rates: What Student Engagement Data Tell Us
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Nelson Laird, Thomas F.; Chen, Daniel; Kuh, George D. – New Directions for Teaching and Learning, 2008
Using the institution as the unit of analysis, this chapter examines persistence rates for hundreds of institutions that have administered National Survey of Student Engagement (NSSE). A model predicting persistence with institutional and aggregated student characteristics was used to determine two groups of institutions: those that are doing…
Descriptors: Undergraduate Students, Academic Achievement, Educational Practices, Student Characteristics
Debate and Student Development in the History Classroom
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Osborne, Anne – New Directions for Teaching and Learning, 2005
This chapter argues that the use of debates in a core world history course can foster both authentic learning in the discipline and progress toward intellectual and ethical maturity.
Descriptors: Student Development, Undergraduate Students, Debate, World History