Student Learning Community of Practice: Making Meaning of the Student Learning Imperative and Principles of Good Practice in Student Affairs

2005 ◽  
Vol 46 (5) ◽  
pp. 472-486
Author(s):  
Scott F Smith ◽  
Robert F. (Robert Floyd) Rodgers
Keyword(s):  
Student Affairs ◽  
Student Learning ◽  
Learning Community ◽  
Community Of Practice ◽  
Good Practice ◽  
Making Meaning ◽  
Learning Imperative ◽  
Principles Of Good Practice

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.

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.

"Principles of Good Practice" for Academic and Student Affairs Partnership Programs

2008 ◽  
Vol 49 (3) ◽  
pp. 235-249 ◽  
Author(s):  
Elizabeth J. Whitt ◽  
Becki Elkins Nesheim ◽  
Melanie J. Guentzel ◽  
Angela H. Kellogg ◽  
William M. McDonald ◽  
...  
Keyword(s):  
Student Affairs ◽  
Good Practice ◽  
Principles Of Good Practice

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.

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

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.

The Seven Principles of Good Practice

2002 ◽  
Vol 27 (6) ◽  
pp. 283-287 ◽  
Author(s):  
Jane Koeckeritz ◽  
Judy Malkiewicz ◽  
Ann Henderson
Keyword(s):  
Good Practice ◽  
Seven Principles ◽  
Principles Of Good Practice
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