Table 1 Correlations between institutional mean scores of NSSE clusters of effective educational practices and institutional graduation rates (N=680 4-year colleges and universities) .

https://nces.ed.gov/npec/pdf/Kuh_Team_Report.pdf

What Matters to Student Success: A Review of the Literature

The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students' levels of academic engagement are discussed.

/pdf/from-gatekeeping-to-engagement-a-multicontextual-mixed-2kb6hmutlg.pdf

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

“Deep learning” represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection. Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members emphasize deep approaches to learning and to assess how much students employ these approaches. This study examines the effect of discipline on student use of and faculty members’ emphasis on deep approaches to learning as well as on the relationships between deep approaches to learning and selected educational outcomes. Using data from over 80,000 seniors and 10,000 faculty members we found that deep approaches to learning were more prevalent in Biglan’s soft, pure, and life fields compared to their counterparts. The differences were largest between soft and hard fields. We also found that seniors who engage more frequently in deep learning behaviors report greater educational gains, higher grades, and greater satisfaction with college, and that the strength of these relationships is relatively consistent across disciplinary categories.

The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes

There is substantial evidence that scientific teaching in the sciences, ie teaching that employs instructional strategies that encourage undergraduates to become actively engaged in their own learning, can produce levels of understanding, retention and transfer of knowledge that are greater than those resulting from traditional lecture/lab classes But widespread acceptance by university faculty of new pedagogies and curricular materials still lies in the future In this essay we review recent literature that sheds light on the following questions:

 We conclude that widespread promotion and adoption of the elements of scientific teaching by university science departments could have profound effects in promoting a scientifically literate society and a reinvigorated research enterprise

The Impending Revolution in Undergraduate Science Education.

This study examines the nature and value of undergraduate students’ experiences with the academic library. The data represent responses from more than 300,000 students between 1984 and 2002 to the College Student Experiences Questionnaire. Although library use did not appear to make independent contributions to desirable outcomes of college, such experiences were related to important educationally valuable activities. Because the emphasis a campus places on information literacy is a strong predictor of students becoming information literate, librarians should redouble their collaborative efforts to promote the value of information literacy and help create opportunities for students to evaluate the quality of the information they obtain.

/pdf/the-role-of-the-academic-library-in-promoting-student-5l01arzhc7.pdf

The Role of the Academic Library in Promoting Student Engagement in Learning

Dedication. About the Author. Foreword. Preface. Acknowledgments. Part I. A New Paradigm? 1. The Challenge. 2. The Problem of Scale: Why Innovations Don't Transform Colleges. 3. The Instruction Paradigm: Process Before Purpose. 4. The Route to Transformation: The Learning Paradigm, Old and New. Part II. The Foundation: The Learners and the Learning. 5. The Learners. 6. Self-Theories and Academic Motivation. 7. Approaches to Learning. Part III. The Learning Environment of the College. 8. The Whole That Determines the Parts. 9. The Cognitive Economy of the Instruction Paradigm College. Part IV. A Design for Learning. 10. The Cognitive Economy of the Learning Paradigm College. 11. A Learning Paradigm College Promotes Intrinsically Rewarding Goals. 12. A Learning Paradigm College Requires Frequent, Continual, Connected, and Authentic Student Performances. 13. A Learning Paradigm College Provides Consistent, Continual, Interactive Feedback to Students. 14. A Learning Paradigm College Provides a Long Time Horizon for Learning. 15. A Learning Paradigm College Creates Purposeful Communities of Practice. 16. A Learning Paradigm College Aligns All of Its Activities Around the Mission of Producing Student Learning. Part V. Transforming the College. 17. Barriers to Transformation. 18. Scaffolding for Change. 19. The Golden Rule. References. Index.

John Tagg

Papers

The learning paradigm college