顶点课程:评价大学生综合素质的一种有效方式

综合素质是现代人自身发展和完善的需要,也是现代社会发展和进步的需要。培养具有综合素质的大学生是当前及今后大学的根本任务。有效评价大学生的综合素质,既可以促进学生的发展,也可以促进大学的发展。但大学生综合素质的评价是一个难题。美国的大学尝试运用顶点课程来评价大学生的综合素质。本文将探讨何为顶点课程、顶点课程何以能够有效评价大学生的综合素质,以及如何运用顶点课程评价大学生综合素质等三个问题。     

The Effects of Engagement in Inquiry-Oriented Activities on Student Learning and Personal Development

Using data from the College Student Experience Questionnaire research program between 1998 and 2004, this study examined the effects of student engagement in inquiry-oriented activities on a range of self-reported college outcomes. The results indicate that (1) engaging in inquiry-oriented activities has significant and positive effects on a global measure of gains; (2) engagement has positive effects on some college outcomes but negative effects on others; (3) the effects of inquiry-oriented activities are conditional, with some students benefiting more than others. This study reveals the complexity of the influences of inquiry-oriented activities on college students and points to implications for institutional policies and programs that may be effective in fostering desired college outcomes. Shouping Hu  is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focuses on college access and success, student engagement, and higher education finance. His contact information is 113 Stone Building, Florida State University, Tallahassee, FL 32306. George D. Kuh  is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate education. Shaoqing Li  is a senior research analyst in the Office of Institutional Research at Florida A&M University. She received her M.S. degree in Computer Science and Ph.D. in Instructional Systems Technology from Indiana University. Her expertise includes information technologies, learning theories, and institutional research.     

Laboratory Approach to Secondary Teacher Professional Development: Impacting Teacher Behavior and Student Engagement

Abstract

The Literacy Lab Professional Development provided a laboratory approach to professional development for 42 high school teachers in two schools. Three main activities included: (1) planning and professional development days, (2) lab and professional development days, and (3) individual coaching. The targets of the Literacy Lab Professional Development and its associated guiding questions focused on student engagement and understanding, teaching students how to make meaning from text, teaching students to write, and the structures, systems, routines, and rituals needed to create a classroom culture of thinking and learning. Results from this study point to positive differences between participating and matched-nonparticipating teachers in their instruction, student grouping, nature of tasks, task demands, types of knowledge expectations, personalization, tone, and authority structures.     

烟台大学本科生学习性投入程度调查研究

本文主要针对"NSSE-China量表的信度"和"烟台大学在全国大学中处于怎样的水平"来进行分析和阐述。研究发现,烟台大学在校园环境的支持程度(SCE)上高于全国平均水平,且明显优于"211工程"院校平均水平;在学业挑战度(LAC)、主动合作学习水平(ACL)、生师互动(SFI)三个指标方面与"211工程"院校无明显差别;与地方本科同类院校相比,在教育经验的丰富程度(EEE)和校园环境的支持程度(SCE)上毫不逊色;在学业挑战度(LAC)、主动合作学习水平(ACL)、生师互动方面(SFI)上要低于地方本科同类院校平均水平。     

Student Engagement and Student Learning: Testing the Linkages*

This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether institutions differ in terms of their ability to convert student engagement into academic performance. The sample consisted of 1058 students at 14 four-year colleges and universities that completed several instruments during 2002. Many measures of student engagement were linked positively with such desirable learning outcomes as critical thinking and grades, although most of the relationships were weak in strength. The results suggest that the lowest-ability students benefit more from engagement than classmates, first-year students and seniors convert different forms of engagement into academic achievement, and certain institutions more effectively convert student engagement into higher performance on critical thinking tests. *A version of this paper was presented at the annual meeting of the American Educational Research Association, San Diego, April 2004.     

大学生英语课程学习投入问卷编制

为研究大学生英语课程学习投入情况,编制本问卷并探讨问卷的信度与效度。问卷参考相关成熟问卷,通过课堂观察和开放式问卷等方法收集题项,以西北农林科技大学非英语专业大一、大二学生为调查对象,经预测修订后编制了大学英语课程学习投入问卷。该问卷共含22个题项（其中2题为测谎题）,包含3个维度（认知、情感和行为）;验证性因素分析表明该量表具有较好的拟合指标（χ2/df=2.026, NFI=0.929, NNFI=0.954, CFI=0.960, IFI=0.960, RMR=0.089, RMSEA=0.052）;三维度分问卷信度介于0.836-0.899之间,总问卷信度0.944。可见,该问卷具有良好的信效度,达到测量学的要求,可用于调查学生大学英语课程的学习过程。     

Adding Value: Learning Communities and Student Engagement

This study examines the relationships between participating in learning communities and student engagement in a range of educationally purposeful activities of first-year and senior students from 365 4-year institutions. The findings indicate that participating in a learning community is positively linked to engagement as well as student self-reported outcomes and overall satisfaction with college.     

Engaging Minds in the Common Core: Integrating Standards for Student Engagement

With the implementation of Common Core State Standards (CCSS) many teachers continue to search for ways to engage students in the learning process while meeting the rigorous demands of the standards. Researchers suggest that by providing opportunities for higher order thinking, student choice, and creative ways to showcase knowledge, students will find engagement and motivation in the classroom. Many teachers of adolescent students struggle with ways to integrate these approaches while meeting the standards. The purpose of this article is to provide examples of engaging literacy strategies that focus on the Common Core State Standards for middle and high school students.     

国外学生教学参与的影响因素研究述评及启示

学生参与是实施有效教学的前提,也是学生学业进步和健全人格养成的关键。学生在教学活动中的不参与会阻碍学生的健康成长和课程的顺利实施。因此,近年来,学生参与的影响因素研究成为国外教育工作者们关注的焦点。学生的个人背景,学习环境中的心理体验、教学表征和教育政策都能够影响学生在教学活动中的参与程度。     

基于视频案例下初中数学课堂学生参与度分析

学生是知识建构的主体,其课堂行为既能反映学生参与学习、知识建构的程度,同时也能体现教师教学的特点.课堂视频可以有效记录学生课堂参与的过程,是课堂教学研究的新途径.对初中数学课堂视频分析,发现初中生课堂参与行为有以下特点:学生应答行为发生最频繁;学生集体回答次数远多于学生独立应答次数;学生应答和课堂练习所占时间最长;在课堂练习阶段,学生的参与行为出现的次数最多;学生在课堂上极少提问.     

Faculty do Matter: The Role of College Faculty in Student Learning and Engagement

This study uses two national data sets to explore the relationship between faculty practices and student engagement. Our findings suggest that students report higher levels of engagement and learning at institutions where faculty members use active and collaborative learning techniques, engage students in experiences, emphasize higher-order cognitive activities in the classroom, interact with students, challenge students academically, and value enriching educational experiences.     

Conceptualising and measuring student engagement through the Australasian Survey of Student Engagement (AUSSE): a critique

Student engagement has rapidly developed a central place in the quality agenda of Australian universities since the introduction of the Australasian Survey of Student Engagement (AUSSE). The AUSSE is based on one developed in the USA. The main arguments given for adopting this survey in Australia are that it provides a valid instrument for measuring engagement and that it enables international comparisons. However, the survey instrument and scales have been adopted with little scrutiny of these arguments. This paper examines these arguments by considering different perspectives of engagement, examining the importance of contextual differences and evaluating the AUSSE engagement scales in the light of both. The paper concludes that the AUSSE results should be used by universities and policy‐makers with caution.     

Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module

Student engagement is an important issue in higher education, and is related to the quality of the student experience. Increasing student engagement is one way of enhancing quality at a higher education institution. An institution is able to influence student engagement in a number of ways, one being through curriculum design. The use of a low-stakes continuous weekly summative e-assessment had a positive influence on student engagement in an optional level 5 (second year) undergraduate geography module. Students considered their increased engagement was a direct consequence of this assessment method. It was also found that students thought they improved their learning, particularly their understanding, as a result of the continuous assessment. This study suggests that carefully designed assessments can be used to increase student engagement and learning, and, as a result, contribute to improving the quality of the overall student experience.     

A Study of Detecting Student Engagement Modes in an Online Learning Platform

In this paper, we used the platform log data to extract three features (proportion of passive video time, proportion of active video time, and proportion of assignment time) aligning with different learning activities in the Interactive- Constructive-Active-Passive (ICAP) framework, and applied hierarchical clustering to detect student engagement modes. A total of 840 learning rounds were clustered into four categories of engagement: passive (n = 80), active (n = 366),constructive (n = 75) and resting (n = 319). The results showed that there were differences in the performance of the four engagement modes, and three types of learning status were identified based on the sequences of student engagement modes: difficult, balanced and easy. This study indicated that based on the ICAP framework, the online learning platform log data could be used to automatically detect different engagement modes of students, which could provide useful references for online learning analysis and personalized learning.     

美国“大学生学习投入性调查”介绍及对中国高等教育的启示

基于中国高等教育质量评估的现状与问题,从多维度的评价指标,合理的机构体制,调查形式不断拓展,及时提供反馈等四个方面分析美国"大学生学习投入性调查"(NSSE)在实践中的价值,提出对中国高等教育的启示。     

“翻转课堂”模式下学生课堂学习参与度量表编制

学生课堂学习参与度是教学效果的决定性因素。经文献分析,"翻转课堂"模式下学生课堂学习参与度涉及注意力集中度、师生互动、生生互动、课堂兴趣度、批判性思维和课堂满意度六个维度。经检验,以此为基础开发的量表的总Cronbach's Alpha系数为0.88,各特定条目与其他条目汇总的Pearson相关系数和剔除某一条目后的Cronbach's Alpha系数结果良好,探索性因子分析中累积贡献方差率为66.29%,特征值≥1的公因子有6个,与设计量表前得出的评估指标相吻合,验证性因子分子中参与度理论模型与数据拟合结果良好。结果表明:此量表具有很好的信度和效度,能够较为科学地检测"翻转课堂"模式下学生课堂学习的参与程度。     

Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job?

Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate student research experiences at different types of colleges and universities from the early 1990s through 2004. The results indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates in research with faculty members. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence, college student experience, and higher education finance. George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate education. Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University. Her research focuses on college student learning and development.     

Advocating for Sustainability: A Report on and Critique of the Undergraduate Capstone Course

ABSTRACT

The authors provide an overview of what capstone courses do by presenting information from across the field based on materials received from and interviews with technical and professional communication program administrators and faculty. The authors then point to opportunities to improve the course. Finally, the authors argue for sustainable program development as the theoretical framework to perform programmatic work.     

Student voice in higher education: Opening the loop

UK national policy and the practices of university course boards tend to reduce understandings of ‘student voice’ to a feedback loop. In this loop, students express feedback, the university takes this on board, then they tell the students how they have responded to their feedback. The feedback loop is a significant element of the neoliberal imaginary of higher education globally. This qualitative research study drew on interviews with course representatives in three universities in England, and on policy analysis, to explore the discursive construction and enactment of student voice. It uses the feedback loop as an analytical frame. Drawing on Foucault’s later work, the article aims to open up the feedback loop by exploring its manifestation in the mundane everyday practices of universities. In opening the loop, we identify the following effects of the student voice policy ensemble: students have to construct feedback as it is not just waiting to be gathered; it promotes a dividing practice, where reps are positioned differently to other students; there is a focus on problems; an ‘us and them’ is reinforced between staff and students; the loop closes down discussion; and a managerial logic obscures political processes. The article articulates its opening of the loop as a way of unmasking the modes of power which work through discourses of ‘student voice’, and hence seeks to create possibilities for resistance to being governed this way.     

Mask Making in Human Services Education: A Case for Student Engagement

This article is an examination of strategies for engaging students in programs of human services education. We describe an in class mask-making activity, used by three human services instructors at an undergraduate university in western Canada, as a means of engaging students to grow in individual and collaborative awareness and skills. We present a survey study, conducted with students who have taken part in mask making, to examine their perspectives on the impact of the activity on their learning. We conclude with a discussion of applicability of mask making, particularly for students learning and working as part of diverse groups.