scholarly journals What Did We Learn?

2022 ◽  
Vol 4 (3) ◽  
pp. 53-70
Author(s):  
Brandi Rima ◽  
Crystal Rodriguez
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Learning Outcomes ◽  
Skill Development ◽  
Academic Progress ◽  
Academic Skill ◽  
Study Objective ◽  
Interdisciplinary Project ◽  
Psychology Course ◽  
Assessment Procedures

Assessment is critical to effectively implementing interdisciplinary pedagogy in higher education. We developed an interdisciplinary project for an Introduction to Psychology and Introduction to Criminal Justice learning community at an urban community college. The semester-long project involved completing a series of lessons and assignments in both courses. The study objective was to evaluate the extent to which the interdisciplinary project supported students’ learning, with attention to their academic skill development, progress on course learning outcomes, and academic progress in the psychology course. Data procedures included summative assessment of final paper submissions and collection of final paper grades and final grades in the psychology course across two cohorts of learning community students. Findings suggest the interdisciplinary project positively supported students’ academic skill development, progress on course learning outcomes, and overall success in the psychology course. These findings demonstrate the value of interdisciplinary teaching and assessment. We offer the interdisciplinary project and assessment procedures presented here as models for higher education faculty interested in interdisciplinary pedagogical approaches.

Bringing Meaning to Learning: An Interdisciplinary Project for First-Year Community College Students

2020 ◽  
pp. 009862832097987
Author(s):  
Brandi Rima ◽  
Crystal C. Rodriguez
Keyword(s):  
College Students ◽  
Community College ◽  
Criminal Justice ◽  
Learning Community ◽  
Comparison Group ◽  
Academic Progress ◽  
First Year ◽  
Questionnaire Data ◽  
Interdisciplinary Project ◽  
Psychology Course

Interdisciplinary pedagogy can enhance Introduction to Psychology curricula. We developed an interdisciplinary project to make meaning in a learning community (LC) clustering Introduction to Psychology with Introduction to Criminal Justice. Our purpose is to describe the project as a model and report on students’ evaluations of the project and their academic progress. We collected questionnaire data about students’ experiences completing the project. Results were positive with most students valuing make meaning, feeling more connected to psychology and expressing satisfaction. We measured student learning using project grades and final grades in the psychology course. Participants performed satisfactory on the project and outperformed a comparison group in the Introduction to Psychology course. Findings demonstrate the value of interdisciplinary pedagogy in psychology curricula.

scholarly journals Shifting the Assessment Paradigm from Knowledge to Skills: Implementation of New Appraisal Procedures in EFL Classes in Uzbekistan

2019 ◽  
Vol 9 (1) ◽  
pp. 4943-4951
Keyword(s):  
Higher Education ◽  
Experimental Design ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Systems Analysis ◽  
Cognitive Skills ◽  
Teaching English ◽  
Assessment Systems ◽  
Assessment Procedures

The present study is devoted to the analysis of the situation emerging in Uzbekistan classes teaching English as a foreign language on the level of higher education in connection with the modernization of assessment procedures. The research aims at defining the problems occurring in assessment systems, analysis of the reasons that lead to this situation, and suggestion of possible solution to them. In the course of experiment different approaches were suggested to the appraisal of knowledge, obtained as learning outcomes and skills, developed as a result of application of the acquired knowledge. The experimental design, basing on four principal stages of monitoring (informational, diagnostic, comparative, and prognostic) proved the inability of the students to employ higher cognitive skills in the process of finding solutions to the problems stated as revised test assignments.

scholarly journals The inquiry network: A model for promoting the teaching-research nexus in higher education

2014 ◽  
Vol 44 (2) ◽  
pp. 68-84
Author(s):  
Marcy Slapcoff ◽  
Dik Harris
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Educational Development ◽  
The Core ◽  
Academic Level ◽  
Faculty Learning Community ◽  
Teaching Research ◽  
Working Together

We describe how our teaching and learning centre developed a model, founded on Boyer’s notion of scholarship, to explore the nature of the teaching–research nexus. At the core of this model is the Inquiry Network, a faculty learning community whose members moved from exploring the links between their own teaching and research to creating institution-wide resources to promote student learning. Working together, the members of the community developed a framework for learning outcomes that instructors can use in coursework to cultivate students’ understanding of research and scholarship, regardless of discipline, academic level, or class size. The article recounts the process that led to the creation of the framework, and it considers the effectiveness of the process and the framework as a model for educational development and institutional change at a research-intensive university.  

Value Addition Through Higher Education: With Special Reference To Skill Development In North East India

GIS Business ◽  
2019 ◽  
Vol 14 (6) ◽  
pp. 341-348
Author(s):  
Dr. Mini Jain ◽  
Dr. Mini Jain
Keyword(s):  
Higher Education ◽  
Skill Development ◽  
Development Program ◽  
Value Addition ◽  
Quality Initiatives ◽  
North East India ◽  
North East ◽  
The North ◽  
Skilled Manpower ◽  
The Status

In India, higher education is a need of hour. The excellence of Higher Edification decides the production of skilled manpower to the nation. Indian education system significantly teaching has not been tested too economical to form youths of our country employable in line with the requirement of job market. Despite the rise in range of establishments at primary, secondary and tertiary level our young educated folks don't seem to be capable of being used and recovering job opportunities. Reason being they need not non-heritable such skills essential for demand of the duty market. The present study is aimed at analyzing the status of higher education institutions in terms of Infrastructure, various courses of the institute, quality Initiatives and skill development program offered by the Institutes, in the North-East India region, so as to see whether the Higher Educational Institutes of this region are in the process of gradually developing the skills of the students in attaining excellence. The paper also laid emphasis on the measures adopted by these institutes for quality improvement, and to find out their role in combating the adversity acclaimed in the region, since this region’s development is impeded by certain inherent difficulties However, this paper focuses attention on high quality education with special emphasis on higher education for forward linkages through value addition.

scholarly journals The profile of vulnerable students using the university psychosocial and medical care services

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Papadakaki ◽  
F Sarakatsianou ◽  
V Tsismeli ◽  
G Lapidakis ◽  
M Karapiperaki
Keyword(s):  
Higher Education ◽  
Family Income ◽  
Psychosocial Support ◽  
Academic Progress ◽  
Health Examination ◽  
The European Union ◽  
Psychosocial Needs ◽  
Development Education ◽  
Medical Unit ◽  
Set Up

Abstract Background Increasing the capacity of higher education institutes to address students' vulnerabilities has been deemed necessary due to the financial crisis. Multilevel interventions have thus been initiated at the Hellenic Mediterranean University of Crete, as part of a project co-financed by Greece and the European Union (European Social Fund-ESF) through the Operational Programme <<Human Resources Development, Education and Lifelong Learning 2014- 2020 >> (MIS 5045937). The project aims to offer support to students with low family income or a certified disability, monitor their bio-psychosocial needs, increase their accessibility to health and psychosocial care, and improve their academic outcomes. Methods As part of the project, a primary health care unit has been set up to offer medical and nursing care (medical unit) as well as psychosocial support (counseling centre) to students in need. An observatory has also been set up to monitor their health and psychosocial needs and their academic progress. Results A total of 228 eligible students used the services in the second half of 2019 (counseling centre 37; medical unit 191). Out of the 37 individuals who used the counseling centre, 30 (81.0%) were female and 16 (43.2%) were at the first 2 years of their studies. A total of 36 (97.3%) requested psychological support, 6 (16.2%) warranted social welfare services and 1 (2.7%) support for learning disabilities. As for the 191 individuals who used the medical services, 101 (52.8%) were male and 88 (46.0%) were at first 2 years of their studies. Most of them had a health examination to receive a health certificate (74.8%) followed by those who received emergency care (e.g. respiratory infection, allergic reaction, injury, etc), chronic disease management and medicine subscription, as well as vaccination. Conclusions Complex bio-psychosocial needs have been identified, recorded and analyzed to explain the academic progress of socially vulnerable students. Key messages The students’ journey through medical and counseling services is being mapped to offer important information for educational policy. Assessment and monitoring of students’ complex needs are important to achieve quality in higher education.

scholarly journals Evaluating Age-Friendly Intergenerational Classrooms: Insights From Instructors and Students

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 543-543
Author(s):  
Joann Montepare
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Interest Group ◽  
Teaching And Learning ◽  
Intergenerational Learning ◽  
Older Learners ◽  
Diverse Classrooms ◽  
Intergenerational Exchange ◽  
Learning Research ◽  
Student Reflections

Abstract Age-friendly University (AFU) campuses are reshaping how we think about teaching and learning in higher education. In particular, intergenerational classrooms are on the rise as shifting age demographics call for institutions to create new opportunities for older learners and encourage intergenerational exchange. Age diverse classrooms have distinctive needs and dynamics that instructors, and students, will need to learn how to navigate. This presentation will describe outcomes of one AFU institution’s attempt to identify the challenges and triumphs of intergenerational classrooms through facilitated instructor and student reflections in different classrooms over the course of several semesters. Recommendations will be offered for enhancing intergenerational exchange in classrooms across disciplines, as well as evaluating attitudes, logistics, and learning outcomes. Part of a symposium sponsored by Intergenerational Learning, Research, and Community Engagement Interest Group.

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