浅谈成人高校学生工作队伍建设

成人高校生源结构复杂,成教生在知识基础、学习能力、道德品质、思维意识等多方面的水平参差不齐,如何进行有效的教育、管理和服务,关键在于如何建设好学生工作队伍。研究者以中国矿业大学成人教育学院学生工作队伍为例,总结、分析和研究了30名班主任的工作经验和材料,提出了成人高校在学生工作队伍建设中应加强的五个方面。     

高校专职学生工作队伍建设研究

在高校教学实行学分制、后勤实行社会化的大背景下，在对大学生全面推行素质教育的进程中，高校专职学生工作队伍的重要性越来越明显。本文从明确高校专职学生工作队伍在教育管理中的地侠和作用入手，对高校专职学生工作队伍的工作体制、来源、配置、培训及待遇等方面进行了论述。     

加强学生骨干队伍建设

研究加强高校学生骨干队伍建设的意义、原则、途径和方法，对于做好新时期大学生的教育、管理和服务工作具有重要的现实意义。     

浅谈高职学生思想政治工作队伍建设

德育工作是职业院校推进素质教育的首要任务,学生思想政治工作队伍建设是搞好德育工作的基础和重要保障。抓队伍建设关键要注重思想、意识和素质的提高,要确立明确的发展方向和目标定位,要创造队伍建设的良好环境和条件。     

关于高校学生工作队伍建设的思考

本文首先阐释了高校学生工作队伍的现状,在此基础上分析了影响和制约高校学生工作队伍建设和发展的原因,最后提出了高校学生工作队伍建设的构建模式。     

中英高校学生工作队伍建设比较研究

建设一支强有力的学生工作队伍,是做好高校学生事务管理工作,推进大学生思想政治教育不断发展的重要前提。笔者通过对英国高校学生工作队伍建设的调研,认真梳理国内外相关工作的先进之处,以期在参考借鉴国外经验的同时,坚持并发扬我们固有的优良工作传统。在比较分析的基础上,提出加强我国高校学生工作队伍建设的思考。     

服务型学生工作模式与学生队伍建设研究

在新的教育形式之下,我国高校学生工作面临着更多的机遇和挑战,传统的学生管理模式在当前的工作中已经不能适应发展的需要。根据服务型学生工作模式,在学生队伍的建设方面强化高校在学生工作方面要转变思想和观念,不断的进行自我观念的强化,培养专业性的学生工作队伍,教学和教育都需要因材施教,因人而异,有针对性的进行学生服务工作,从而确定工作方向。     

关于学生工作队伍建设的几点思考

搞好学生工作的关键在于有一支素质好、热情高、配置合理的学生工作队伍。本文阐述了唐山师专学生工作队伍建设中存在的问题,分析并探讨了解决问题的方法和措施。     

精心建设学生工作队伍 推进学校德育工作

大学不仅要使所培养的学生具有扎实的专业素质和业务能力,更重要的是要培养中国特色社会主义事业的建设者和接班人。强化大学生思想政治教育是大学义不容辞的责任。在保持全员德育的格局中,学     

中美高校学生工作队伍建设之比较研究

建设一支强有力的学生工作队伍,是做好高校学生事务管理工作,推进大学生思想政治教育不断发展的重要前提。中美两国在社会制度、意识形态、理想信念、价值观念等方面存在很大差异,这一差异也反映在两国高校学生工作队伍建设上。认真比较、分析两国高校学生工作队伍建设之差异,对我国的高校学生工作队伍建设有许多启示。     

国际学生辅导员队伍建设若干思考

International student counselors play an important role in guaranteeing international education functionality, management standardization and service professionalization, and in upgrading the management level of international education, the sustainable growth of high quality overseas students in China, thus enhancing the competitiveness of China’s higher education in the international education market. This research highlights that international student counselors should be well-staffed to bear responsibilities in the areas of international students’ organization, management, counseling, education and guide. For that purpose, counselors should be selected from professionally, ideologically and politically qualified faculty members, as a part of the whole ranks of student affair workers.     

浅谈网络对大学生道德教育的影响及其对策

网络在提升大学生精神生活,丰高其文化视野的同时,也引发了大学生网络道德的失范。我们应积极面对这种负面影响,对大学生进行网络道德教育,来加强他们的道德修养、公德意识、法律意识和文明上网的道德意识,做一名网上道德人。     

Student/Faculty Connections in the Development of Teaching

This project directly involved students in two different models of instructional development. The first model was a Student Consultant program in which faculty selected from a menu of instructional services carried out by students. Typical services included attending class as impartial observers, soliciting feedback from other students on their learning experiences, videotaping class sessions, and evaluating course Web sites. The second model of instructional development was a program of student‐assisted teaching seminars for college faculty. Student Associates helped serve as panelists and facilitators. Assessments of attitudes toward teaching indicated that faculty members viewed both professors and students as collaborators in the classroom as a result of the seminar series.     

Student Evaluation of Faculty: Effects of Purpose on Pattern

Much of the existing research addressing student ratings of faculty has focused on psychometric properties of the rating process or on physical characteristics of courses and individuals. Less explored is the cognitive processes of students, as evaluators, and the administrative purposes for which outcomes from student evaluations are used. To determine if students used different cognitive sets as a function of the explicit purpose for which ratings are obtained, a field experiment was conducted. Explicit purposes for course evaluations were manipulated to include a control condition, a formative condition (instructional improvement), and a summative condition (salary increase). These conditions served as the classification variable in a discriminant analysis and six different dimensions of classroom performance, as assessed by students, served as the discriminating variables. Results indicate that the purpose of assessment fails to influence the pattern of faculty ratings provided by students. From an administrative perspective, these findings have practical implications both for the collection of student evaluations and for the use of student ratings.     

Faculty Views of Student Evaluation of College Teaching

The literature abounds with psychometric studies of course evaluation measures and articles debating the merits of student ratings of instruction, but little research has focused on faculty perceptions of this procedure. In the present study faculty perceptions are explored at a teachers' college where evaluation is carried out annually on a sample of courses. The sample includes 101 instructors who completed the research questionnaire. Faculty attitudes reflected a broad range of responses towards validity of student ratings, and their usefulness for improving instruction. Although overall attitudes were mildly positive, few instructors reported changing instruction as a result of student ratings. Moreover, few supported sending evaluation results directly to college administrators or publishing them for student consumption.     

Part-Time Faculty and Community College Student Success

With the Completion Agenda taking such political prominence, community colleges are experiencing even more pressure to find ways to promote and improve student success. One way that has been suggested is to limit the reliance on part-time faculty under the premise that the employment status of faculty has a direct influence on student success. The tacit assumption is that full-time faculty are more engaged with their home institution, and this engagement translates into the engagement of the students taught. The present study examined employment status of faculty on the success of students enrolled in four, two-course sequences. Using Pearson chi-square and binary logistic regression analyses, it was concluded that employment status of the faculty has no statistical influence on student success as has been previously claimed. These results suggest that community colleges should not assume that hiring more full-time faculty will improve student success and, instead, should possibly consider utilizing funds otherwise allocated to hiring new full-time faculty on the development and compensation of part-time faculty.     

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.     

Community College Faculty Development Program and Student Achievement

Community college administrators look for strategies to help students. GRASP (Gaining Retention and Achievement for Students Program) is a semester-long faculty development program that coaches community college instructors about simple, effective teaching strategies that promote student academic achievement. GRASP is founded on the belief that academic achievement is based on good teaching, which begins with faculty development. The major assumption for GRASP is that faculty are the single most important factor for student success. GRASP was offered at Doña Ana Community College (DACC). Located in Las Cruces, New Mexico, just 40 miles from the border of Mexico, DACC has a student population that is 70% minority. Results for GRASP indicate that overall student success improved by 7.9%, and that overall student retention improved by 4.0% for students participating in GRASP.