College Environments, Diversity, and Student Learning

2003 ◽  
pp. 145-189 ◽  
Author(s):  
Sylvia Hurtado ◽  
Eric L. Dey ◽  
Patricia Y. Gurin ◽  
Gerald Gurin
Keyword(s):  
Student Learning ◽  
College Environments

Measuring Outcomes of Living-Learning Programs: Examining College Environments and Student Learning and Development

2006 ◽  
Vol 55 (1) ◽  
pp. 40-76 ◽  
Author(s):  
Karen Kurotsuchi Inkelas ◽  
Kristen E. Vogt ◽  
Susan D. Longerbeam ◽  
Julie Owen ◽  
Dawn Johnson
Keyword(s):  
Student Learning ◽  
Learning And Development ◽  
Learning Programs ◽  
Measuring Outcomes ◽  
College Environments

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

Gifts From the Web: Tips on Assessing Student Learning

1999 ◽  
Vol 3 (1) ◽  
pp. 3-3
Author(s):  
Barbara B. Shadden
Keyword(s):  
Student Learning ◽  
The Web
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