Learning at any Time

Abstract

A new residential college and a faculty-in-residence program demonstrate how student affairs educators and academic faculty at one institution have collaborated to create transformational learning experiences for their students.

What Contributes to College Students’ Cheating? A Study of Individual Factors

“…Faculty and staff should encourage students to balance participating in extracurricular activities with their commitment to academic studies. Student affairs professionals can play a key role in helping students find this balance and in assisting students to find cocurricular experiences that connect to their academic interests (Shushok, Henry, Blalock, & Sriram, 2009).…”

Student Perceptions About Their General Learning Outcomes

“…The accountability programs of the 1980s and 1990s in Canada and the United States neglected to evaluate student learning because at that time, excellence in learning was considered implicit in higher education (Inman, 2009; Wieman, 2014). More recently, student learning has become an explicitly stated component of the mission of most institutions of higher education in Canada and the United States (Ewell, 2008; Kirby, 2007; Maher, 2004; Shushok, Henry, Blalock, & Sriram, 2009); thus student learning has also become an essential component of the evaluation of institutional effectiveness and accountability in higher education (Chatman, 2007; Douglass, Thomson, & Zhao, 2012; Erisman, 2009). The onus is now on institutions to articulate the effective educational practices they use to promote student success that can be attributed to the quality of the learning environment (Astin, 2005; Keeling, Wall, Underhile, & Dungy, 2008; Kuh, 2009; Porter, 2006; Tinto, 2010).…”