Originally published in May 1977, article discusses how the academic transcript is undergoing changes that reflect new learning and assessment procedures. Asserts that a student development transcript could serve a useful purpose, and provides three sample formats for a student development transcript that are already in use for recording academic…

Originally published in March/April 1996, advances an integrated perspective on learning and personal development by viewing the cognitive and affective dimensions of development as related parts of one process. Proposes that from this integrated perspective, a successful educational experience simultaneously increases cognitive understanding and…

Originally published in March/April 1996, examines the research literature examining the effects of students' out-of-class experiences on academic, intellectual, or cognitive learning outcomes. Identifies those aspects of students' out-of-class experiences over which student affairs professionals have some control through policy or programmatic…

Using the College Student Experiences Questionnaire (CSEQ), surveys 736 university students at the beginning of first, and at the end of third, year to identify the impact of the type of experiences measured in the CSEQ on skill levels. Results indicate that university experiences have a minimal impact on skills development. (Contains 14…

Identifies the extent to which the "Self-Directed Learning Readiness Scale" (SDLRS) is a reliable and valid instrument for use with graduate students (N=356). Argues that the results of the study warrant the integration of such developmental constructs as tolerance, self-concept, creativity, initiative, self-understanding, and…

Reports on a study that investigates whether the quality of interactions between students and faculty have an influence on students' academic motivation and academic self-concept. Results reveal that students who had more positive perceptions of faculty encouragement had higher academic self-concept scores and academic motivation scores than…

A review of studies examining dropping out of high school prior to graduation demonstrates that grade retention is one of the most powerful predictors of dropout status. Addresses the discrepancies regarding the effectiveness of grade retention and deleterious long-term correlates. Presents the transactional model of development, which emphasizes…

Psychosocial student development theory based on predominately white student populations may not be appropriate for Asian American students. The authors propose a new model of psychosocial development for Asian American students that takes racial identity and external influences into account. (Contains 49 references.) (Author)

Submits survey instruments on college student development used by Tinto, Astin, and Pace to five probes from recent social theory--voice, power, authenticity, self-reflexivity, and reconstitution--and proposes a shift in focus in student development research from essentialized categories like culture and race to relation and learning "between"…

States that college students get more out of their educational experiences when the collegiate purposes are clear and consistently communicated across the campus. Also states that the cognitive, interpersonal, and intrapersonal developments of students are equally important. Offers four suggestions on how college faculty and student affairs staff…

Reports a phenomenographic interview study of 13 British engineering students which identified five conceptions of learning, including: (1) learning as memorizing definitions, equations, and procedures; (2) learning as applying equations and procedures; (3) learning as making sense of physical concepts and procedures; (4) learning as seeing…

Describes how in one of Miami's toughest neighborhoods, a survivor of those streets came back to help others because "kids' lives are at stake." Explores Principal Gallon's efforts to offer education as an option beyond poverty and prison. (EV)

This article provides an overview of our work on the nature of metacognitive knowledge, its relationship to learning through inquiry, and technologies that can be used to foster and assess its development in classrooms as students engage in collaborative inquiry. To illustrate our theoretical ideas, we present examples from our Inquiry Island…

This paper presents a class activity which aims to help students prepare both for the intellectual and the interpersonal work. On the first day of class, students are asked to read and reflect upon "Listening to Understand." Subsequently, they are then asked to discuss their responses in a small group and then later on in a large group discussion,…

Experiential education is a teaching methodology employed to facilitate learning. All forms of experiential education require students to "learn by doing" as they participate in activities outside the classroom. Common forms of experiential education utilized by sport and physical educators include field and laboratory activities, service learning…