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Urban institutions of higher education have need of a peer group for comparison purposes. This article describes a student
affairs database developed specifically for urban institutions of higher education. Such a database enables urban institutions
to refer to comparison groups having similar characteristics. Specific examples of how the data can be utilized by chief student
affairs officers and others are provided. 相似文献
343.
Validating NSSE Against Student Outcomes: Are They Related? 总被引:3,自引:1,他引:3
While there exist many examples of institutional use of the results of the National Survey of Student Engagement (NSSE), there
is a relative paucity of research explicitly linking student outcomes to responses on the survey. A major Doctoral-Extensive
institution in the Southeast recently conducted a large-scale implementation of the National Survey of Student Engagement
(NSSE). We have linked multiple years of NSSE responses to several student outcomes: freshman retention, GPA, pursuit of graduate
education, and employment outcome upon commencement/degree conferral. Our research finds minimal explanatory power in the
NSSE benchmarks for these outcomes. A statistically derived model from the individual NSSE items shows greater promise, although
there are difficulties in replicating the model for previous student cohorts.
相似文献
Jonathan GordonEmail: |
344.
One view of environmental education suggests that its goal is to ‘develop a world population that … has the knowledge, skills, attitudes, motivations and commitment to work individually and collectively towards solutions of current problems and the prevention of new ones’ (UNESCO‐UNEP 1976). Embedded within this charge is the teaching of skills and motivations to implement skills, where a skill refers to performance of an act acquired through extended practice and training (Ericsson and Oliver 1995). However, it is often difficult to articulate clearly what skills we teach in conservation education and environmental education focusing on behavior change or influence. It can be equally challenging to describe the behaviors we are ultimately seeking, identified in the Tbilisi Declaration as ‘new patterns of behavior’ (UNESCO 1978). At a basic level, it is important to explore the grounding for teaching toward behavior – often referred to as behavior change – that supports the work of the field. This literature review attempts to provide a foundation for behavior‐related discussions in environmental and conservation education. A number of the behavior theories, concepts and models discussed in this review have been explored extensively elsewhere; therefore, this review is not exhaustive, but rather is intended to be broadly representative of the literature. 相似文献
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Students with high writing apprehension (WA) were exposed or not exposed to visualization (a procedure designed to encourage positive thinking). Those exposed to visualization reported enjoying writing more than those who were not trained to visualize, both immediately and over time. The paper ends with a discussion of these and other results. 相似文献