Student Affairs Division's Integration of Student Learning Principles

NASPA Journal ◽  
2004 ◽  
Vol 41 (2) ◽  
Author(s):  
Jeff Doyle
Keyword(s):  
Student Affairs ◽  
Student Learning ◽  
Student Development ◽  
Management Practices ◽  
Good Practice ◽  
Direct Interaction ◽  
Educational Partnerships ◽  
Building Relationships ◽  
Learning Principles ◽  
Principles Of Learning

This quantitative study was based on the survey results of216 chief student affairs officers' (CSAOs) at United States' colleges and universities whose enrollments werebetween 500 and 3,000 students. In the spring of 2001, 58% of the CSAOs returned the 42-item Survey of Student Learning Principles, based on the seven Principles of Good Practice for Student Affairs (ACPA & NASPA,1997). Comparison of means and factor analysis revealed thatstudent affairs divisions were most successful at incorporating principles of learning based on direct interaction with students, including (1) engaging students in active learning, (2) helping students develop coherent values, and (3) building supportive and inclusive communities. Principles of learning having to do with improving management practices within student development, such asusing resources effectively, using systematic inquiry, andf orging educational partnerships, were least incorporated within student affairs divisions. These results indicate that although student affairs divisions are successful in building relationships with students that enhance learning, in order to maintain this interaction they may need to focus more efforts on improving management practices.

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.

Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Development ◽  
African American Students ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Student Departure ◽  
American Students ◽  
The Impact

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students’ relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astin’s and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

The Student Affairs Profession in the Academic Marketplace

NASPA Journal ◽  
2007 ◽  
Vol 44 (2) ◽  
Author(s):  
Joan B. Hirt
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Good Practice ◽  
Student Affairs Professionals ◽  
Academic Affairs ◽  
Seven Principles ◽  
Market Driven ◽  
Principles Of Good Practice ◽  
The Way

This essay compares the narratives that have emerged in recent years to describe the higher education enterprise with the narratives used to describe student affairs’ endeavors. I posit that the way in which student affairs professionals present their agenda is out of sync with the market-driven culture of the academy. The seven Principles of Good Practice are used to illustrate the incongruence between student affairs and academic affairs narratives on campus. I offer ways that those Principles can be recast to be more closely aligned with the new academic marketplace.

The Future of Student Affairs: A Guide to Student Development for Tomorrow's Higher Education

1978 ◽  
Vol 49 (1) ◽  
pp. 100
Author(s):  
Alvin Lipsetz ◽  
Theodore K. Miller ◽  
Judith S. Prince
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Student Development ◽  
The Future

Some Propositions Worth Debating

1996 ◽  
Vol 1 (4) ◽  
pp. 31-32
Author(s):  
Elizabeth J. Whitt
Keyword(s):  
Student Affairs ◽  
Student Learning ◽  
Student Affairs Practitioners

In 1995 a team of student affairs practitioners and faculty got together under the auspices of NASPA to explore the connection between student learning and student affairs practice. The propositions discussed here are an important result of their work.

scholarly journals The Influence of Scramble Learning Models and Motivation Learning on the Results of Citizension Education Class V SD Students State 101766 Bandar Setia

2021 ◽  
Vol 4 (1) ◽  
pp. 288-304
Author(s):  
Dewi Lestari ◽  
Reh Bungana ◽  
Siman Siman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Motivation ◽  
High Learning ◽  
Quasi Experimental

Teachers have a duty to encourage, guide and provide learning facilities to achieve goals. Teachers have a responsibility to see everything that happens in the classroom to help student development. Teachers must be able to carry out their duties properly by first having to understand carefully the matters relating to the teaching and learning process, because the success of the learning process is supported by the ability of the teacher to develop and generate activeness and students in the learning process. The research method used is the Quasi Experiment (Quasi Experimental Method) with the research design as the basis for the implementation of the research is to distinguish the influence of the Inquiry method and the effect of conventional methods on learning outcomes of Citizenship Education in terms of high learning motivation and low learning motivation where the treatment class is class Va student and Vb class. The following is presented sequentially descriptive data regarding: (1) Civics learning outcomes students are taught using scramble learning model, (2) Civics student learning outcomes are taught using the expository model, (3) Civics student learning outcomes have high learning motivation, (4) Civics student learning outcomes have motivation to learn low, (5)Civics learning outcomes of students who have high learning motivation are taught with the Scramble learning model, (6) Civics learning outcomes of students who have low learning motivation are taught with the Scramble learning model, (7) Civics learning outcomes of students who have high learning motivation are taught using the expository learning model, (8) Civics learning outcomes of students who have low learning motivation are taught using the expository learning model.

Dairy cow welfare: the role of research and development in addressing increasing scrutiny

2013 ◽  
Vol 53 (9) ◽  
pp. 924 ◽  
Author(s):  
A. D. Fisher ◽  
J. R. Webster
Keyword(s):  
New Zealand ◽  
Animal Welfare ◽  
Body Condition ◽  
Management Practices ◽  
Good Practice ◽  
Stocking Density ◽  
Grazed Pasture ◽  
Dairy Management ◽  
Animal Management ◽  
Cow Welfare

Pasture-based dairying in New Zealand and Australia has come under increasing animal welfare scrutiny as a result of changing public expectations for farm animal management. Concurrently, efficiency-driven changes in dairy management practices and a broadening of the feedbase beyond traditionally grazed pasture have resulted in increased intensification and stocking density within the dairy industries. This intensification has included a higher proportion of grain concentrates in the diet (particularly in Australia), and the greater management of cows off pasture and even in housing (particularly in New Zealand). Research to assess the animal welfare implications of these changes and to recommend good practice management has concentrated on issues of cow environments and cow feeding, including body condition. Research has shown that cows may be managed for a few hours per day on concrete surfaces without compromising their lying behaviour and other indicators of welfare, but that longer periods off pasture require the provision of a well drained and comfortable lying surface. Other research has defined the extremes of hot and cold/wet conditions beyond which cows benefit from provision of adequate shade and shelter. Research on cow body condition has indicated that welfare responses are aligned with measures of health and productivity in supporting the need to maintain a minimum body condition before calving and during the subsequent weight loss period of early lactation. Continued research, extension and industry adoption will enable dairy producers to address community expectations as they continue to change their farming practices.

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