It Matters Who Leads Them: Connecting Leadership in Multicultural Affairs to Student Learning and Development

2016 ◽  
Vol 21 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Dafina-Lazarus Stewart
Keyword(s):  
Student Learning ◽  
Learning And Development ◽  
Multicultural Affairs

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

scholarly journals Transforming The Institution from the Inside: Creating the Brave New Community College of the Future

2015 ◽  
Vol 5 (1) ◽  
pp. 25-36
Author(s):  
Jim Riggs
Keyword(s):  
Higher Education ◽  
Community College ◽  
Economic Development ◽  
Community Colleges ◽  
Student Learning ◽  
Wide Spread ◽  
Learning And Development ◽  
College Leaders ◽  
Improving Student Learning ◽  
New Community

With rising and wide spread expectations that commu-nity colleges will become stronger forces throughout the nation, the stage is now set for these institutions to become even bigger players in the landscape of higher education, economic development and social justice by helping to create a more inclusive, well-educated and engaged citizenry. This article looks inward at what com-munity college leaders, faculty and student services pro-fessionals need to do to transform their institutions into colleges that are truly ready to meet these rapidly grow-ing expectations and to be able to take full advantage of these new opportunities. Four key areas at the institution-al level are discussed that must be addressed in order for community colleges to make substantial and necessary improvements in student learning and development. These include: (1) expanding the definition and under-standing of what leads to student learning and success; (2) realigning and tightly coupling every function and activity at the college to better support student learning and success; (3) confronting the myth that community colleges are innovative and flexible institutions; and (4) instituting a new kind of leadership that is focused firmly on improving student learning and success. There are enormous opportunities waiting for community colleges that will require dramatic transformation and change throughout the organization.

scholarly journals Disparate Academic Environments: An Emergent Framework of Socialization

2015 ◽  
Author(s):  
Michael Thompson
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Student Learning ◽  
Research Methodology ◽  
Academic Discipline ◽  
Learning And Development ◽  
Academic Environments ◽  
Professional Norms ◽  
Collegiate Experience ◽  
Qualitative Research Methodology

Twenty-four graduate associate and/or full professors from four disparate academic environments were interviewed on the salient attributes they emphasize and reinforce to their graduate students in socializing them to the professional norms of their respective academic discipline. Qualitative research methodology was utilized to assess and understand the socialization mechanisms and processes of graduate students within disparate academic environments. The results of the study have produced a new theoretical framework for understanding the differential patterns of student learning and development as a result of student’s collegiate experience.

scholarly journals School climate and school culture: A framework for creating school as a safe and stimulating environment for learning and development

2018 ◽  
Vol 50 (1) ◽  
pp. 113-134 ◽  
Author(s):  
Emina Hebib ◽  
Vesna Zunic-Pavlovic
Keyword(s):  
School Climate ◽  
School Culture ◽  
Student Learning ◽  
School Environment ◽  
School Safety ◽  
Educational Institution ◽  
Learning And Development ◽  
Four Dimensions ◽  
School Climate And Culture ◽  
Definition Of

School, as an educational institution, represents an important context for the development of children and young people. It is therefore necessary to shape it as a safe and stimulating environment for student learning and development. This paper offers a definition of the concept of school as a safe and stimulating environment for student learning and development, based on a review of academic and scholarly papers from a variety of disciplines and areas of practice. The content and meaning of the concept of school safety have been considered from the physical and psychological aspects, while the concept of school as a stimulating learning environment has been specified in terms of four dimensions - the physical, psychological, social and cognitive school environment. It is pointed out that these concepts and the phenomena they denote tend to be interpreted and analysed as the components or dimensions of broader concepts, namely, school climate and school culture. One section of the paper is therefore devoted to explaining these concepts, as well as considering their interrelationship and the importance of creating a positive and stimulating school climate and culture for institutional practice. The conclusion further emphasises that creating school as a safe and stimulating environment for student learning and development, as well as creating positive and supportive school climate and culture, is an extremely complex process that entails changes in the content and structure of the school institution as a whole.

scholarly journals Education Leadership Students’ Reflections on a Conference Course

10.28945/4458 ◽  
2019 ◽  
Vol 14 ◽  
pp. 741-760
Author(s):  
Ayodele Bain ◽  
Maysaa Barakat ◽  
Francine Baugh ◽  
Dustin Pappas ◽  
Leila Shatara ◽  
...  
Keyword(s):  
Educational Leadership ◽  
Student Learning ◽  
Doctoral Students ◽  
Course Design ◽  
Doctoral Student ◽  
Learning Experiences ◽  
Future Research ◽  
Learning And Development ◽  
Course Experience

Aim/Purpose: The purpose of this case study is to describe the experiences of educational leadership doctoral students when taking a conference course for the fulfillment of their program’s experiential learning requirements. The research explains how the course added to students’ understanding of educational research and development as research scholars. Background: Research on doctoral student learning experiences in the contexts of professional conferences is limited. The present research examines a unique group context and the perceptions of doctoral student learning and development through the lens of adult learning theory. Methodology: This basic qualitative case study includes doctoral student perspectives on their learning and development as a result of participation in a professional educational leadership conference as course experience. Researchers conducted a review of literature, engaged with participants in a focus group style debriefing, and completed a document analysis of participants’ written reflections following a multi-day conference. Contribution: The present research contributes to the field of educational leadership research by providing first-hand accounts of participation in a conference as course experience to promote student learning and development as research scholars. Findings: Findings suggest that participant learning experiences varied when analyzed through the lens of adult learning theory and are categorized into three types of learning that include non-learning, non-reflective learning, and reflective learning. In addition, participants’ development as research scholars is reported to be influenced by the conference and course design elements that promoted relative autonomy, embedded reflection, and interpersonal support. Recommendations for Practitioners: The present research has implications for both doctoral program design and professional conference planning. Experiential learning activities that extend beyond classrooms present students with opportunities for learning and socialization into a field of study. Recommendation for Researchers: The paper informs and challenges researchers to focus on the experiences of conference attendees and highlights a need for a more nuanced evaluation of conference courses. Impact on Society: Professional conferences present opportunities for doctoral students to develop as research scholars that ask questions to address societal problems. The following research suggests that conference learning experiences may be enhanced through an experiential course design and principles of relative autonomy, incorporation of reflection, and embedded interaction. Future Research: In the future, research of doctoral student learning at conferences may consider applying other methodologies (e.g., narrative research, quantitative) and consider the inclusion of student outcome variables like doctoral student motivation, interests, and social and emotional learning.

scholarly journals Towards a Rubric for Stimulating and Evaluating Sustainable Learning

2019 ◽  
Vol 11 (4) ◽  
pp. 969 ◽  
Author(s):  
Judith Gulikers ◽  
Carla Oonk
Keyword(s):  
Student Learning ◽  
Content Knowledge ◽  
Learning Experience ◽  
Learning Processes ◽  
Education For Sustainability ◽  
Boundary Crossing ◽  
Learning And Development ◽  
Working Process ◽  
New Knowledge ◽  
Crossing Theory

Preparing students for dealing with sustainability issues is a challenge in the field of education. This is a challenge because we don’t know exactly what we are educating for, as there are no defined answers or outcomes to the issues; the future is unpredictable. Dealing with these issues requires crossing boundaries between people coming from different ‘practices’, e.g., disciplines, cultures, academia versus society, thereby making the learning and working process a challenging but critical learning experience in itself. We argue that education for sustainability should not primarily focus on student content knowledge or development of certain products or answers. It should focus on stimulating students to go through boundary-crossing learning processes critical for getting a grip on the unpredictable future. This allows students to learn to work with ‘others’ around the boundaries, and thereby to develop the ability to co-create new knowledge and work towards innovation or transformation for sustainable practice. Building on the boundary crossing theory and using mixed methods and interventions, this design-based study iteratively develops a boundary crossing rubric as an instrument to operationalise student learning in transdisciplinary projects into concrete student behaviour. This rubric in turn can explicate, stimulate and assess student learning and development in transdisciplinary sustainability projects.

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