The confluence of family and academic lives: Implications for assessment practices of college student learning in higher education institutions in the United States

2015 ◽  
Vol 52 (4) ◽  
pp. 527-535 ◽  
Author(s):  
Scott M. Myers ◽  
Carrie B. Myers
Keyword(s):  
Higher Education ◽  
United States ◽  
College Student ◽  
Student Learning ◽  
Higher Education Institutions ◽  
The United States ◽  
Assessment Practices ◽  
College Student Learning ◽  
Academic Lives

scholarly journals China’s Popular Educational Activity: Does Social Practice Really Help Enhance College Student Learning Outcomes?

2018 ◽  
Vol 7 (1) ◽  
pp. 129-149 ◽  
Author(s):  
Le Chen
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Learning ◽  
Learning Outcomes ◽  
Social Practice ◽  
Higher Education Institutions ◽  
Student Learning Outcomes ◽  
Social Practices ◽  
Educational Activity ◽  
College Student Learning

Abstract Social Practice (SP) is a type of educational activity with “Chinese characteristic,” and it is widespread and accessible in China’s higher education institutions. This paper explores the features of Social Practice participants and the impacts of these practices on college student learning outcomes with quantitative data collected through the “China College Student Survey” (CCSS) Project. In particular, the paper examines three types of social practices (Academic Social Practice, Professional Social Practice, and Service Social Practice) and their impacts on student self-reported gains in knowledge, skills, and values. The study finds that: a) more than 70% college students have social practice experience, and another 26% intend to participate before graduation; b) engaging in social practice is statistically significantly correlated with self-reported improvement in all kinds of learning outcomes; c) the impact varies by the type of practices and student level of engagement. These findings suggest that it is beneficial for students to engage in social practice during college. Higher education institutions should provide students with opportunities to participate in different types of social practices.

Using Accountability to Improve Student Learning in Higher Education Music Programs

2019 ◽  
pp. 745-765
Author(s):  
Jeffrey Ward
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Learning ◽  
The United States ◽  
Program Improvement ◽  
Influential Factor ◽  
Assessment Process ◽  
Curricular Development ◽  
Accreditation Standards ◽  
Improve Student Learning

Educational accountability has become an increasingly influential factor in higher education. This chapter examines various government oversight and accreditation standards in Central and South America, Europe, and the United States and how student learning in higher education in music can be improved through meeting these standards. The author specifically describes music accreditation procedures of the National Association of Schools of Music and the American Music Therapy Association in the United States. Using accreditation standards as a guideline for program improvement, the author offers a variety of assessment best practices to engage higher education faculty in the assessment process, to improve instruction, to guide curricular development, and to ultimately improve student learning.

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

Millennials and Moral Panic in the United States and beyond

2020 ◽  
Vol 63 (3) ◽  
pp. 496-505
Author(s):  
Emily Andrade ◽  
A. James McKeever ◽  
Roberto Rivera ◽  
Elizabeth Withers ◽  
Hyeyoung Woo
Keyword(s):  
Higher Education ◽  
United States ◽  
Criminal Justice ◽  
South Korea ◽  
Higher Education Institutions ◽  
Moral Panic ◽  
The United States ◽  
Transitions To Adulthood ◽  
Wide Range ◽  
New Generation

There have been numerous discourses around millennials and some of them may sound worrisome. To discuss millennials and moral panic, this study looks at three different areas (i.e., criminal justice, teaching at higher education institutions, and transitions to adulthood in South Korea) with some issues pertinent to millennials and younger generations faced in society currently. Drawing on a wide range of the literature, this study attempts to recognize unique characteristics of our younger generations, to find ways to better understand them using multiple angles, and to identify reasons why we should stay hopeful about the future. Our society will continue to change, often in unpredictable ways, and there will always be a new generation on the horizon. Efforts should be made to work with younger generations, learning from each other and finding ways to work together.

Developing Railway Higher Education in the European Union and United States

2010 ◽  
Author(s):  
Pasi T. Lautala ◽  
Rosa´rio Ma´ca´rio ◽  
Jo¨rn Pachl ◽  
J. Riley Edwards ◽  
William J. Sproule
Keyword(s):  
Higher Education ◽  
United States ◽  
European Union ◽  
Higher Education Institutions ◽  
Knowledge Exchange ◽  
The United States ◽  
Research Network ◽  
Rail Transportation ◽  
The European Union ◽  
Railway Systems

Congestion, emissions generated by transportation, increasing fuel costs and expanding demand for mobility have revived the interest for modern rail transportation throughout the world. Simultaneously, expansion of global trade and increasing demands for technology to improve the safety and productivity of the industry are creating a new environment that requires a different way of thinking when developing railway systems. Overall, the authors believe that current changes provide a fertile ground for institutions of higher education in the United States and the European Union (EU) to increase their transatlantic cooperation in education and research. Recent studies related to railway higher education have been undertaken in Europe and the United States. The European Rail Research Network of Excellence (EURNEX) conducted a study to develop and organize educational and training activities in participating higher education institutions. In Germany, a comprehensive inventory was conducted to define the current level of rail transportation activities in higher education institutions. In the United States, American Railway Engineering and Maintenance of Way Association (AREMA) conducted a study to determine the type and extent of rail education currently offered on campuses. In addition, a benchmarking study was performed by Michigan Tech University to investigate rail education and recruitment at universities with the objective to define the quantitative and qualitative demands for rail engineers by industry employers. This paper presents a synopsis of these past studies and introduces an on-going “TUNRail” project to “tune” and intensify the railway higher education knowledge exchange and collaboration between the EU and the United States.

Facilitating the Integration of Open Educational Courses

2013 ◽  
pp. 26-33
Author(s):  
Yolanda Debose Columbus
Keyword(s):  
Higher Education ◽  
United States ◽  
Cultural Differences ◽  
Higher Education Institutions ◽  
Universal Access ◽  
The United States ◽  
Open Educational Resources ◽  
Cultural Dissonance ◽  
Global Priority ◽  
Systematic Plan

The open educational movement is primarily about facilitating a philosophical view: the idea that universal access to quality education should be a global priority. Open educational courses are byproducts of the implementation of this philosophy. Unfortunately, the principles that are fueling the open educational movement are in direct opposition to the typical culture found in higher education institutions in the United States. The lack of awareness of or indifference to these cultural differences can hinder the integration of open educational resources. Successful integration of open educational courses into degreed programs requires an acknowledgement of the cultural dissonance that may result as well as a systematic plan for addressing it. This chapter highlights some of these cultural differences and outlines a framework for addressing them.

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