Assessing Advising Outcomes

2002 ◽  
Vol 22 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Trudy W. Banta ◽  
Michele J. Hansen ◽  
Karen E. Black ◽  
Julia E. Jackson
Keyword(s):  
Student Success ◽  
Student Learning ◽  
Advising Assessment

Assessing advising is critical to its improvement and to demonstrating that advising contributes to student success. Through assessment, advisors can ensure that departmental goals are continuously evaluated, that instruments are updated as needed to meet the goals of assessment, that communication is facilitated among stakeholders, and that action is taken as necessary to improve programs that affect student learning. We offer specific guidance for planning, implementing, and improving advising assessment initiatives.

Designing Assessment and Feedback to Improve Student Learning and Student Success

2021 ◽  
pp. 217-249
Author(s):  
Indira N. Z. Day ◽  
Wilfried Admiraal ◽  
Nadira Saab
Keyword(s):  
Student Success ◽  
Student Learning ◽  
Improve Student Learning

scholarly journals Embracing American Indian Ways of Educating: Restoring Culturally Embedded Practices While Building Pathways Towards Student Success

2014 ◽  
Vol 4 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Rose Borunda ◽  
Crystal Martinez-Alire
Keyword(s):  
United States ◽  
Student Success ◽  
American Indian ◽  
Student Learning ◽  
The United States ◽  
Pedagogical Practices ◽  
Indian Culture ◽  
Cultural Traditions ◽  
Cultural Orientations ◽  
K 12

American Indian cultural traditions and practices are presented for their merit in promoting student learning within the K-12 educational system. Spe-cific culturally imbedded practices are provided as examples by which student learning can be enhanced while honoring First Nation’s teaching and learn-ing practices. Five developmental theorists noted in this concept paper speak to pedagogical practices that are in alignment with American Indian cultural orientations and that support their inherent value for application in the classroom. This paper asserts that by valuing and promoting American Indian culture and practices in the K-12 curriculum, that the United States would make greater strides in not only affect-ing the achievement gap, but in taking steps toward equity and achieving social justice goals.

scholarly journals Fast Facts

2017 ◽  
Vol 78 (8) ◽  
pp. 472
Author(s):  
Gary Pattillo
Keyword(s):  
Student Success ◽  
General Education ◽  
Student Learning ◽  
Information Literacy ◽  
Academic Programs ◽  
Library Instruction ◽  
Education Outcomes ◽  
Library Research ◽  
Library Use ◽  
Enhance Student Learning

A project of ACRL confirms multiple ways that academic libraries are contributing to student learning and success: students benefit from library instruction in their initial coursework, library use increases student success, collaborative academic programs and services involving the library enhance student learning, information literacy instruction strengthens general education outcomes, and library research consultations boost student learning.

scholarly journals Virtual physical assessment training during the COVID-19 pandemic - student pharmacists’ performance & perceptions

2021 ◽  
pp. 165-173
Author(s):  
Josephine P Aranda ◽  
Shawn R Smith ◽  
Han N Nguyen ◽  
Christina Jap ◽  
Hyma P Gogineni
Keyword(s):  
Student Success ◽  
Blended Learning ◽  
Student Learning ◽  
Summative Assessment ◽  
Pharmacy Education ◽  
Hands On ◽  
Alternative Approaches ◽  
Correct Technique ◽  
Instruction And Learning ◽  
Performance Perceptions

The COVID-19 pandemic disrupted pharmacy education and caused significant transformation in student learning and assessment. Pharmacy PA faculty transformed the traditional PA teaching and practicum to virtual utilising Zoom. PA practicum consists of demonstration of a set of short videos, followed by students identifying incorrect techniques, describing the correct technique, and the purpose of the specific PA skill. After completion of the virtual PA practicum examination, students were invited to complete a 20-item survey about their perceptions. Most students preferred blended learning (56.8%) format over in-class, even though students performed significantly better on the traditional practicum (0.89+0.13) rather than the virtual (0.84+0.11). Hands-on skills are an integral part to PA instruction and learning, making innovations in virtual delivery and assessment vital for student success. This pandemic gave opportunities to explore curricular innovations as our virtual formats provided alternative approaches to review and summative assessment of PA.

Promoting Student Success in Statistics Courses by Tapping Diverse Cognitive Abilities

2019 ◽  
Vol 46 (2) ◽  
pp. 140-145
Author(s):  
Erin Morris Miller
Keyword(s):  
Statistical Analysis ◽  
Student Success ◽  
Student Learning ◽  
Cognitive Ability ◽  
Graduate School ◽  
Cognitive Abilities ◽  
Achievement Test ◽  
Statistics Course ◽  
Psychology Majors ◽  
Statistics Courses

Skill in statistical analysis and interpretation are key areas of expertise for psychology majors seeking graduate school admittance and future employment. However, students can be reluctant to engage in their statistics course and may struggle to find success. One possible way to increase engagement and student learning is to teach in a way that taps multiple areas of cognitive ability through organizing instruction according to Robert Sternberg’s theory of triarchic intelligence. This approach to instruction has been shown to be successful in the author’s courses and resulted in a pattern of achievement on the psychology subtest of the Area Concentration Achievement Test (ACAT) that is above what would be predicted by the students’ general aptitude scores.

Is This Your Best Work?

2018 ◽  
pp. 1535-1545
Author(s):  
Cynthia J. Benton
Keyword(s):  
Online Learning ◽  
Student Success ◽  
Student Learning ◽  
Learning Environments ◽  
Classroom Practices ◽  
Student Participation ◽  
Online Course ◽  
Online Classroom ◽  
Online Learning Environments ◽  
Student Responses

This chapter summarizes both psychological and achievement considerations for student participation in online learning environments. Using journaling, student responses, and interviews, this study yielded consistent conclusions regarding the need for supported and interactive opportunities for students to interact with both peers and the instructor of the online course. Online classroom practices are described, and a number of issues contributing to student success and satisfaction are summarized. Future concerns for practices in online instruction and student learning are described.

Is This Your Best Work?

2014 ◽  
pp. 82-91
Author(s):  
Cynthia J. Benton
Keyword(s):  
Online Learning ◽  
Student Success ◽  
Student Learning ◽  
Learning Environments ◽  
Classroom Practices ◽  
Student Participation ◽  
Online Course ◽  
Online Classroom ◽  
Online Learning Environments ◽  
Student Responses

This chapter summarizes both psychological and achievement considerations for student participation in online learning environments. Using journaling, student responses, and interviews, this study yielded consistent conclusions regarding the need for supported and interactive opportunities for students to interact with both peers and the instructor of the online course. Online classroom practices are described, and a number of issues contributing to student success and satisfaction are summarized. Future concerns for practices in online instruction and student learning are described.

scholarly journals Academic Advisors' Learning Styles: Establishing a Baseline and Examining Implications

2008 ◽  
Vol 28 (2) ◽  
pp. 44-57
Author(s):  
Kim S. Uhlik ◽  
Pamela E. Jones
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Student Success ◽  
Student Learning ◽  
Learning Style ◽  
Academic Advising ◽  
Practice Theory ◽  
A Priori ◽  
Academic Advisors ◽  
Research Practice

The influence of students' learning styles has been increasingly recognized as an integral component of effective higher education; therefore, application of learning styles to academic advising is equally relevant. As academic advisors address student learning styles in the hope of promoting greater student success, the contribution of advisors' own learning styles has received little attention. In addition to establishing a critical baseline, analyzing the learning style profiles of 30 academic advisors reveals that, although composite advisor learning style scores show substantial congruence with an a priori model, the disparity between any two individual advisor's contrasting styles was as much as 90%, leaving only a 10% learning style compatibility on which to base the advising process. Relative Emphasis: research, practice, theory

Authentic Leadership in Immersive Learning Environments

2020 ◽  
pp. 85-106
Author(s):  
Joseph Crawford ◽  
Kerryn Butler-Henderson ◽  
Andrea R. Carr
Keyword(s):  
Learning Environment ◽  
Student Success ◽  
Student Learning ◽  
Learning Environments ◽  
Teacher Behaviors ◽  
Future Research ◽  
Leader Behaviors ◽  
Immersive Learning ◽  
Theory Generation

Immersive learning environments require effective facilitators to enable student learning. In current literature on immersive learning, there is limited insight on the role that teacher behaviors have on fostering learning. Despite this, there is considerable literature on the role of the teacher as a leader in contemporary classrooms. This chapter focuses on the authentic leader behaviors in teachers and how this may affect student success. While student learning can be viewed from many perspectives, this chapter focuses on three perspectives: affective, cognitive, and pedagogical. The literature enables the establishment of the belief that teachers who embody authentic leader behaviors are likely to be more successful in facilitating student learning within an immersive learning environment. Implications and future research opportunities are also highlighted as a result of the theory generation in this chapter.

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