Showing papers on "Student engagement published in 1970"

Ego‐threatening classroom communication: A factor analysis of student perceptions

Abstract: (1970). Ego‐threatening classroom communication: A factor analysis of student perceptions. The Speech Teacher: Vol. 19, No. 1, pp. 43-48.

The Creative Curriculum.

Abstract: In a properly designed undergraduate geology curriculum, the student learns to function as a creative scientist. This student-oriented approach recognizes that the student will need to continue his education beyond college or graduate school, and so it is dominated by the learning process rather than by content. Instead of learning facts, classifications, skills and concepts as ends in themselves, the student learns those tools necessary to define and solve selected problems. Independent research, leading to a research project in the senior year, is essential for each student. A necessary and desirable feature is that the creative curriculum encourages the teacher to remain competent in his field.

Influence of the Faculty on College Student Development.

Abstract: Alberti, Robert E. Influence of the Faculty on College Student Environment. California State Polytechnic Coll., San Luis Obispo. [70] 18p. EDRS Price MF-S0.25 HC-$1.00 *Group Dynamics, *Human Relations, Interpersonal Relationship, *Student College Relationship, *Student Development, *Student Teacher Relationship This study assesses the effect of informal facultystudent interaction in small groups on college students. The central hypothesis states that behavioral development of college students is enhanced by informal contact with faculty beyond normal associations during regular classroom periods. The sample consisted o f 60 volunteer men and women undergraduate students enrolled in the College of Engineering at Michigan State University. Ten groups of students were randomly formed from the volunteers. Six of these were experimental groups which met with a volunteer faculty member assigned to meet with them. Three similar groups served as control groups and met without a professor. Student participation behavior was pre-tested and post-tested by the Omnibus Personality Inventory and behavior differences between experimental and control subjects were assessed at the end of the experimental treatment. The results o f this study corroborate the findings of prior research that faculty members do not significantly influence student behavior development. One important exception, however, was that contact with a professor under these experimental conditions may have produced in students a greater concern for others and a greater tendency toward personal trusting relationships. Implications of these findings for higher, e ducation are suggested. (RSM) INFLUENCE OF THE FACULTY ON COLLFGE STUDENT DEVELOPMENT Robert E. Alberti, Ph.D. California State Polytechnic College CT The folklore of college life would have us believe that close faculty-student relationships are a very good thing, indeed, and much Up, to be desired in colleges and universities. Most of us in the student development profession believe this, and have helped to advance the concept. We have encouraged our teaching colleagues to spend more time with the students. We have designed elaborate schemes for bringing students and professors together outside the classroom. We have written catalog statements like these: ...close personal relationships maintained.... between and among faculty, undergraduates and graduate students, made possible by a low faculty to student ratio of one to fourteen." "Opportunity for members of the faculty to have closer, informal association with students where student experiences will be deepened and widened "The many advantages of the small college are widely recognizeda closely knit faculty, more intimate student-faculty relationships Yet, what do we really know about the value of close interaction between students and teachers? It is generally assumed that frequent informal faculty-student contact is desirable in colleges and universities, presumably on the grounds that such experiences contribute positively to the intellectual development of students. Yet the literature of higher education contains no specific evidence to demonstrate that close relationships between professors and students actually has any measurable impact upon student growth (Feldman and Newcomb, 1969) DEPOTOW Cr Wit EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON 01 ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION POSITION 01 POLICY. Research has amply demonstrated that facts and information may be acquired by students from programmed materials -even from "ordinary books" -at least as efficiently as from their professors. Nicholas Hobbs (1966) observed: It would seem that professors are not necessary at all. A television screen will do as well. Class size doesn't matter: like a cipher, a professor is divisible by a number of any magnitude, with quotient zero. When asked to list important influences in their college years, one group of students mentioned many things, including the cafeteria, and forgot to mention the faculty. The clincher was a study showing that students who were simply assigned the text learned more than students who had benefit of both text and instructor (p.202). If the professors are ineffective as transmitters of information, it seems evident that the most defensible rationale for bringing faculty members and students together on a college campus is to provide an atmosphere within which a significant human interaction may take place. Since the assumption of benefit to students from close contact with their professors is basic to such programs as faculty advising, small student-faculty ratios, and faculty involvement in co-curricular affairs, there appeared the need for a systematic investigation of the effects of informal faculty-student interaction. This study represents an experimental assessment of the effect on college students of informal faculty-student interaction in small groups. Volunteer student participants were engaged in a small group situation, some with a faculty participant, others without, and the resulting differential impact upon student behavior was assessed. Students in the experimental groups were exposed to greater contact

An Investigation of the Relationship of Self-Concept and Selected Personal Characteristics of Student Teachers to Success in Student Teaching

Abstract: The problem of this study was to determine the relationships that exist between elementary student teachers' personality factors and success in student teaching.

Who's Committed? Who's Involved?

Abstract: i ~~~~ If learning is dependent upon the active involvement of the learner, how can we as teachers structure the learning environment to optimize the quality and efficiency of learning? The following paragraphs describe a teaching strategy I have been using at Pasadena City College which aims at success by using peer groups and questions designed to raise the level of thinking. In the fall of 1969, I was assigned two classes in beginning algebra, Algebra I. Students in these classes are notoriously naive mathematically and often have demonstrated a previous lack of success with algebra. My goals for the classes were: 1. 100% mastery of the basic concepts of Algebra I; 2. Raising the level of thinking; and 3. Developing positive attitudes and enjoyment of mathematics.

The Laissez-faire Curriculum in the Democratic School.

Abstract: dents the opportunity of pursuing a selfdirected course of study or a research project, as a reward for mastering the set of skills defined by the department as requisite to its successful completion. In another approach, an individual teacher may allow her students to carry out a project in the last two weeks of the term, after they have "covered" the material prescribed by the textbook or by the department chairman. Independent study may even be institutionalized by textbook publishers and curriculum writers; one foundation, for example, is sponsoring the production of microcarded learning packages which call for the performance of "quest" activities after the student has met the behaviorally described objectives of a programmed set of lessons. The learning package is attractive in that it offers the student the chance

The Position Papers of Black Student Activists.

Abstract: Lombardi, John The Position Papers of Black Student Activists California Univ, Los Angeles ERIC Clearinghouse for Junior Coll Information Topical Pap-12 Sep 70 19p 3DRS Price MF-$025 HC-$105 *Activism, Administrative Problems, *Junior Colleges, *Negro Organizations, *Student Attitudes, *Student College Relationship This topical paper compares and contrasts the style, content, structure, and cf presentation of 10 Black student activist position papers previously compiled by the author ("Black Student Activists--Position Papers and Reactions to Them from Twelve Colleges") The comparisons and contrasts reflect the particular contextual environment in which each paper must be viewed, yet provide a basis for viewing the activities as having essentially the same basic objective: seeking and establishing "a true black identity" (JO) US DEPARTMENT OF HEALTH, EDUCATION It WELFARE OFFICE OF EDUCATION Pr\ THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION CV POSITION OR POLICY

Working with the Modern Student

Abstract: In the last half decade a wave of disruptive incidents has swept across the nation and has profoundly shaken the equilibrium normally associated with our colleges and universities. The disruption by a few has tended to mask the larger concerns of the many that higher education and the community it does and must serve must change. To some extent the resultant changes have been evolutionary. There has been a steady acceleration of student participation in campus decision making. New curricula and innovations of all kinds have come about because faculty and administratorsas well as students-have encouraged them. To a lesser extent the violence on the campus has highlighted and hurried new changes, some desirable and some undesirable. As a result, we stand today in a changing educational environment and those who are responsible for honors programs must plan in the full awareness of the situation on the college campus today. I should like to describe the environment of student and general unrest and attempt to give some wholly unqualified advice about planning. Since my work as vice-president for student affairs has brought me into direct contact with both students and nonstudents on the campus and with the public as well, I should say at the outset that I have been much concerned with the level of public misunderstanding regarding the current state of campus unrest.

The Permanent War of Students and Teachers.

Abstract: At a recent meeting to discuss student grievances, a student asked all those considering themselves white to stand. Then, in turn, he asked those considering themselves black and brown to rise. Finally he noted that the occasion presented an oppor tunity to ascertain what "other" means in questionnaires asking one to check "white," "black," "brown," or "other." He there fore asked who those considering themselves "other" might be. I contended that they were the real students, or as I preferred to call them, the philosophers. At that meeting, they constituted by far the smallest minority compared with which the other minorities were solid majorities. I believe that the class in terests of students are permanently in actual or potential con flict with those of the various majorities, whether those ma jorities be black or white, rich or poor, liberal or conservative, "students" or teachers. The majority inside or outside of schools are never students. Perhaps "students" is better than "philosophers" to char acterize the radically "other" class. But are students really so different from other men? Are not most students training to serve one of the majorities mentioned above? The problem was brought home by another student's observation that white teachers generally are "chicken," hiding their fear of standing alone behind committees and other faculty groups. His con tention led me to reflect upon what cowardice is. It struck me that most people, not only most white teachers, are cowards. The student accusing the white teachers underestimated the difficulty of being brave. Nothing is rarer than genuine courage. Its rarity dawned upon me while filling out a questionnaire which asked about student opinion on certain issues. Immediately I thought of the few students whom I re garded as most intelligent. I tried to imagine how each of them would evaluate the issues in question. The result was a half dozen or so wildly differing responses and reasons for the re sponses. Only long conversations with each of them could verify