scholarly journals Good practice: Improving and Assessing Honors Student Learning with Learning Portfolios

2019 ◽  
Vol 3 (1) ◽  
pp. 1-9 ◽  
Author(s):  
John Zubizarreta
Keyword(s):  
Student Learning ◽  
Good Practice ◽  
Learning Portfolios

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.

Improve Oral Training

2011 ◽  
Vol 9 (3) ◽  
pp. 56-72 ◽  
Author(s):  
Li-Jyu Wang ◽  
Hung-Fan Chang
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Education System ◽  
English Education ◽  
Communication Apprehension ◽  
T Test ◽  
Learning Assessment ◽  
Self Monitoring ◽  
English Speaking ◽  
Learning Portfolios

The advantages of portfolios come from observing the student learning process and recording feedback. Students utilized their own learning portfolios to do learning assessment and self-correction. The research that has been done in Taiwan has shown that using a portfolio is effective in improving English speaking performances (ESP). The purpose of this study is to apply the portfolios to assess students’ speaking performances. The researcher administered speaking evaluation forms and the PRCA-24 as the instruments. The PRCA-24 was used to assess students’ communication apprehension and was analyzed by t-test. The major findings were summarized. The portfolios were expected to enhance students’ ESP and intended to reduce students’ communication apprehension through self-monitoring their ESP. Finally, this research can provide valuable perspectives on the use of portfolios and self-monitoring, and prompted the expansion and sustainability of English education system.

Faculty use of Twitter in higher education teaching

2017 ◽  
Vol 9 (1) ◽  
pp. 91-104 ◽  
Author(s):  
Kevin Hull ◽  
Julie E. Dodd
Keyword(s):  
Higher Education ◽  
Social Network ◽  
Best Practices ◽  
Student Learning ◽  
Undergraduate Education ◽  
Good Practice ◽  
Content Type ◽  
Seven Principles ◽  
The Social ◽  
The Impact

Purpose The purpose of this paper is to determine how higher education teachers are using Twitter in their classroom to engage, educate, and inform students. The results were measured against Chickering and Gamson (1987) “Seven principles for good practice in undergraduate education.” Design/methodology/approach A survey was sent to college and university educators throughout the country who were identified as teachers who use Twitter in their classroom. These educators were asked about their Twitter use, their opinions of Twitter, the impact the social network has had on student learning, the students’ reactions to using Twitter, and how Twitter supported pedagogical best practices, including the “Seven principles for good practice in undergraduate education”. Findings The educators reported that student response to using Twitter in the classroom was overwhelmingly positive and that Twitter has positively impacted student learning. The results also indicate that college educators consider that Twitter use in classes does support the seven principles. Research limitations/implications While college instructors from a wide range of institutions, locations, subject types, and experience levels were surveyed, a limitation is that only their opinions are being examined. Future research may wish to examine the Twitter accounts of these professors to determine if they are using Twitter in the manner that they think they are. Results from the survey could then be compared with the tweet content. Originality/value While previous research has examined how students use and appreciate Twitter in the classroom, this is one of the first studies to examine how the social network is implemented from an instructor viewpoint. The results demonstrate value to instructors. For instructors, the value lies in the knowledge that Twitter has had a positive impact on classroom success for students and that using the social network promotes best practices in pedagogy, supporting constructivism, experiential learning, and the “Seven principles for good practice in undergraduate education”. For administrators, the value lies in the fact that many instructors have had success using Twitter and that more should be encouraged to do the same in their classrooms.

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.

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