Research on Student Learning

    Research on Student Learning

    Assessing critical thinking in STEM and beyond
    Stein, B. et al.
    2007
    Springer
    This paper reports the latest findings of a project to refine the CAT© instrument, a new interdisciplinary assessment tool for evaluating students’ critical thinking skills. Tennessee Technological University partnered with six other institutions across the U.S. (University of Texas, University of Colorado, University of Washington, University of Hawaii, University of Southern Maine, and Howard University) to evaluate and refine the CAT instrument.
    Doing research to improve teaching and learning: A guide for college and university faculty
    Williams, K. M.
    2014
    Routledge
    This book is a step-by-step guide for doing research to inform and improve teaching and learning. With background and instruction about how to engage in these methodologies—including qualitative, quantitative, and mixed methods—Doing Research to Improve Teaching and Learning provides examples across disciplines of how to use one's research skills to improve teaching.
    Ethics in Classroom Assessment Practices: Issues and Attitudes
    Green, Susan K.; Johnson, Robert L.; Kim, Do-Hong; Pope, Nakia S.
    October 2007
    Student evaluations should "be ethical, fair, useful, feasible, and accurate" [JCSEE (2003). "The student evaluation standards." Arlen Gullickson, Chair. Thousand Oaks, CA: Corwin]. This study focuses on defining ethical behavior and examining educators' ethical judgments in relation to assessment.
    Faculty professional development and student learning: What is the relationship?
    Rutz, C. et. al.
    May-June 2012
    Taylor & Francis Group, LLC
    Our study takes a step back from the undergraduate classroom to address faculty development, a phenomenon that ranges from general orientation sessions for new teachers to occasional brown bag lunches; reading groups; informal and program-based workshops; and more formal ones on pedagogy, assessment, and more. The tacit assumption underlying them is that when faculty learn more about teaching, they teach better, which in turn improves student learning—a plus for everyone.
    Future directions for assessing complex general education student learning outcomes
    Penn, J.D.
    Spring 2011
    Wiley Online Library
    This chapter examines how changes to faculty members’ roles, changes to students’ expectations for higher education, and increasing demand for accountability affect general education assessment practices.
    Learning patterns in higher education dimensions and research perspectives
    Gijbels, D. et. al.
    2014
    Routledge
    Learning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced.
    Make it stick
    Brown, P., Roediger III, H., & McDaniel, M.
    2014
    Harvard University Press
    To most of us, learning something “the hard way” implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners.

     

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