A Framework for Intentionally Fostering Student Learning

Taylor, Kari B.; Haynes, Carolyn

doi:10.1002/abc.265

Cited by 16 publications

(6 citation statements)

References 4 publications

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“…Several national studies have identified educational experiences that are associated with enhancing students’ learning and development (AAC&U, 2002, 2007; Association for American Higher Education [AAHE], 1998; Chickering & Gamson, 1991; King, Magolda, Barber, Brown, & Lindsay, 2009; Kuh, Kinzie, Schuh, & Whitt, 2005; Swaner & Brownell, 2008; Taylor & Haynes, 2008). The current study identified 12 educational experiences and placed them within three broad groupings: curricular, cocurricular, and community.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Educational Experiences Associated With International Students’ Learning, Development, and Positive Perceptions of Campus Climate

Glass

2011

Journal of Studies in International Education

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This research project uses the constructive-developmental tradition, in the selfauthorship framework of intercultural maturity (King & Baxter Magolda, 2005), to examine the extent to which 12 specific educational experiences may be associated with international undergraduates' learning, development, and perception of campus climate. The study uses multiple regression analysis of a stratified random sample of international student respondents to the Global Perspective Inventory (GPI; n = 437). The results suggest that international students who participate in leadership programs, interact with others from their own culture, and take courses where professors facilitate intergroup dialogue, report more positive perceptions of campus climate. International students who participate in leadership programs, community service, and campus-organized diversity discussions, interact with people from diverse cultural backgrounds, and take courses with materials on race and ethnicity report greater levels of learning and development.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Educational Experiences Associated With International Students’ Learning, Development, and Positive Perceptions of Campus Climate

Glass

2011

Journal of Studies in International Education

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“…Several recent publications have examined factors affecting self‐authorship and have explored ways of organizing educational practices to enhance these capacities (e.g., Baxter Magolda, Creamer, & Meszaros, in press; Bekken & Marie, 2007; Creamer & Laughlin, 2005; Meszaros, 2007; Pizzolato, 2003, 2004, 2005; Taylor, 2008; Taylor & Haynes, 2008). The most detailed descriptions of such practices are found in Baxter Magolda and King's (2004) volume on learning partnerships.…”

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confidence: 99%

Developmentally Effective Experiences for Promoting Self‐Authorship

King

Magolda

Barber

et al. 2009

Mind Brain and Education

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ABSTRACT—Many national studies have identified types of experiences that are associated with enhancing college students’ learning. This study contributes to the small but growing body of research on transformative educational experiences that assist and enable college students to develop ways of understanding and being in the world that help them adapt and respond to life's complexities and prepare for future civic, occupational, and family roles. The focus of this exploratory study is on those experiences that had a positive impact on college students’ development toward self‐authorship (Baxter Magolda, 2001; Kegan, 1994). Using interview data from the Wabash National Study of Liberal Arts Education, we analyzed 300 selected experiences from 174 students. We found that students’ approaches to interpreting and understanding their experiences was the major student characteristic that affected their learning (the effect of the experience). We then mapped these findings onto a sequenced developmental curriculum designed to promote self‐authorship.

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“…The Ohio University Patton College of Education chose to initiate an HP because such programs represent one way that colleges (and secondary schools) address the needs of academically talented students (Berger, 2007;Campbell & Fuqua, 2008;Hébert & McBee, 2007;Long, 2002;Seifert, Pascarella, Colangelo, & Assouline, 2007; K. Taylor & Haynes, 2008). Evidence suggests these programs contribute to positive student outcomes in terms of achievement, social development, and career preparation (e.g., Hébert & McBee, 2007;Ory & Braskamp, 1988;Reed, 1988;Rinn, 2007;Seifert et al, 2007).…”

mentioning

confidence: 99%

mentioning

confidence: 99%

A Research-Focused Honors Program for High-Ability Teacher-Education Students

Howley¹,

Howley

Helfrich

et al. 2012

Journal for the Education of the Gifted

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Honors programs represent one way that secondary schools and undergraduate programs address the needs of academically talented students. Evidence suggests that these programs contribute to positive student outcomes in terms of achievement, social development, and career preparation. Because colleges of education produce graduates who typically confront the prospect of low salaries, attracting high-ability applicants is important. Despite the benefits of encouraging talented individuals to become teachers, few traditional teacher education programs use honors programs. This study reports on an honors program in a college of education that incorporates distinct course work and field experiences, focused especially on inquiry and research. Qualitative interviewing revealed three themes: How the program's focus on inquiry and research fits with participants' expectations and interests, complex and conflicting responses to the program's focus on leadership development, and significant logistical challenges. These themes corroborated findings from related literature on honors programs in secondary schools and undergraduate programs.

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A Framework for Intentionally Fostering Student Learning

Abstract: Recognizing the mismatch between a philosophy of holistic development and evaluation focused on external, quantitative criteria led Miami University's Honors and Scholars Program to revise its curriculum in accordance with student development theory.

Cited by 16 publications

References 4 publications

Educational Experiences Associated With International Students’ Learning, Development, and Positive Perceptions of Campus Climate

Educational Experiences Associated With International Students’ Learning, Development, and Positive Perceptions of Campus Climate

Developmentally Effective Experiences for Promoting Self‐Authorship

A Research-Focused Honors Program for High-Ability Teacher-Education Students

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