Student Engagement in Higher Education fills a longstanding void in the higher education and student affairs literature. In the fully revised and updated edition of this important volume, the editors and chapter contributors explore how diverse populations of students experience college differently and encounter group-specific barriers to success. Informed by relevant theories, each chapter focuses on engaging a different student population, including: low-income students, students of color, international students, students with disabilities, LGBT students, religious minority students, student-athletes, homeless students, transfer students, commuter and part-time students, adult learners, student veterans, and graduate students. The forward-thinking, practical strategies offered throughout the book are based on research and the collected professional wisdom of experienced educators and scholars at two-year and four-year institutions of higher education. Current and future faculty, administrators, and student affairs staff will undoubtedly find this book complete with fresh ideas to reverse troubling engagement trends among various college student populations.
In a fast-developing and significantly shifting area, this book is essential reading for higher education managers and those working directly in the field of student engagement.
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This is the 6th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report.
In: Frawley, J., Larkin, S. and Smith J.A. (ed), Indigenous Pathways, Transitions and Participation in Higher Education. Singapore: Springer. FUSA (Flinders University Student Association), n.d. Student representation opportunities.
In M. Wetherell, S. Taylor and S.J. Yates (eds) Discourse as Data: A Guide for Analysis (pp. 5–48). Milton Keynes/London: The Open University and Sage. Teichler, U. (2004) The changing debate on internationalisation of higher education.
Internationally applicable, this book presents ideas from a range of cultures, which can be adapted to be implemented in a variety of cultures.
For example, ask students how they are learning graduate attributes, and whether some outcomes need more reinforcement. Step 4: Regularly update and use curriculum maps to inform the development of graduate attributes within a programme ...
Schön, D. A. (1983). The reflective practitioner. New York, NY: Basic Books. Schwarm, S., & VanDeGrift, T. (2002). Using classroom assessment to detect students' misunderstanding and promote metacognitive thinking.
Effectiveness of two cognitive interventions promoting happiness with video-based online instructions. ... Leaning online education during COVID-19 pandemic – Attitudes and perceptions of non-traditional adult learners.
The key tool in this experience is the rubric, also known as the criteria sheet or the ‘Guide to Making Judgments’. This book discusses the significance of assessment rubrics in tertiary education.