Preparing Competent College Graduates: Setting New and Higher Expectations for Student Learning
New Directions for Higher Education, Number 96
Published on 13. January 1997
Book
Paperback/Softback
120 pages
978-0-7879-9823-3 (ISBN)
Description
Employers, policymakers, faculty, leaders in higher education, and the public all are concerned about the development and achievement of key cognitive abilities and communication skills by undergraduates. The setting of clear and high expectations for student learning is necessary to help undergraduates reach more advanced levels of achievement. In this volume, the contributors use the results of a nationwide study conducted by the National Center on Postsecondary Teaching, Learning, and Assessment to identify specific ways institutions can help undergraduates attain the advanced thinking, communication, and problem-solving skills needed in today's society and workplace. Collectively, these chapters represent work and intiatives aimed at setting more explicit requirements for student learning that are informed by society's expectations. The contributors also describe innovative teaching strategies that can enhance student learning. This is the 96th issue of the quarterly journal New Directions for Higher Education.
Employers, policymakers, faculty, leaders in higher education, and the public all are concerned about the development and achievement of key cognitive abilities and communication skills by undergraduates. The setting of clear and high expectations for student learning is necessary to help undergraduates reach more advanced levels of achievement. In this volume, the contributors use the results of a nationwide study conducted by the National Center on Postsecondary Teaching, Learning, and Assessment to identify specific ways institutions can help undergraduates attain the advanced thinking, communication, and problem-solving skills needed in today's society and workplace. Collectively, these chapters represent work and intiatives aimed at setting more explicit requirements for student learning that are informed by society's expectations. The contributors also describe innovative teaching strategies that can enhance student learning. This is the 96th issue of the quarterly journal New Directions for Higher Education.
Employers, policymakers, faculty, leaders in higher education, and the public all are concerned about the development and achievement of key cognitive abilities and communication skills by undergraduates. The setting of clear and high expectations for student learning is necessary to help undergraduates reach more advanced levels of achievement. In this volume, the contributors use the results of a nationwide study conducted by the National Center on Postsecondary Teaching, Learning, and Assessment to identify specific ways institutions can help undergraduates attain the advanced thinking, communication, and problem-solving skills needed in today's society and workplace. Collectively, these chapters represent work and intiatives aimed at setting more explicit requirements for student learning that are informed by society's expectations. The contributors also describe innovative teaching strategies that can enhance student learning. This is the 96th issue of the quarterly journal New Directions for Higher Education.
More details
Series
Language
English
Place of publication
New York
United States
Publishing group
John Wiley & Sons Inc
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 229 mm
Width: 150 mm
Thickness: 8 mm
Weight
152 gr
ISBN-13
978-0-7879-9823-3 (9780787998233)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Person
ELIZABETH A. JONES was the principal investigator and project director of a series of national assessment projects. She is a research associate in the Center for the Study of Higher Education and assistant professor in the graduate higher education program at The Pennsylvania State University. She is also associate editor of the Journal of General Education.
ELIZABETH A. JONES was the principal investigator and project director of a series of national assessment projects. She is a research associate in the Center for the Study of Higher Education and assistant professor in the graduate higher education program at The Pennsylvania State University. She is also associate editor of the Journal of General Education.
ELIZABETH A. JONES was the principal investigator and project director of a series of national assessment projects. She is a research associate in the Center for the Study of Higher Education and assistant professor in the graduate higher education program at The Pennsylvania State University. She is also associate editor of the Journal of General Education.
Content
1. National and State Policies Affecting Learning Expectations
(Elizabeth A. Jones).
2. Setting Expectations for Speech Communication and Listening
(Rebecca B. Rubin, Sherwyn P. Morreale).
3. Educating Students to Write Effectively (Benjamin A. J. Click
III).
4. Raising Expectations for Critical Reading (JoAnn
Carter-Wells).
5. Defining Expectations for Problem-Solving Skills (B.
Christopher Dougherty, Patti Fantaske).
6. The Motivation to Think in Working and Learning (Peter A.
Facione, Noreen C. Facione, Carol Ann F. Giancarlo).
7. Using Technology to Enhance Students' Skills (Ann Deden,
Vicki K. Carter).
8. Enhancing Critical Thinking Skills in the Workplace (Thomas
T. Wojcik).
9. Improving Teaching and Learning Effectiveness by Defining
Expectations (Carole E. Barrowman).
(Elizabeth A. Jones).
2. Setting Expectations for Speech Communication and Listening
(Rebecca B. Rubin, Sherwyn P. Morreale).
3. Educating Students to Write Effectively (Benjamin A. J. Click
III).
4. Raising Expectations for Critical Reading (JoAnn
Carter-Wells).
5. Defining Expectations for Problem-Solving Skills (B.
Christopher Dougherty, Patti Fantaske).
6. The Motivation to Think in Working and Learning (Peter A.
Facione, Noreen C. Facione, Carol Ann F. Giancarlo).
7. Using Technology to Enhance Students' Skills (Ann Deden,
Vicki K. Carter).
8. Enhancing Critical Thinking Skills in the Workplace (Thomas
T. Wojcik).
9. Improving Teaching and Learning Effectiveness by Defining
Expectations (Carole E. Barrowman).