Lessons from the Wabash National Study of Liberal Arts Education

Pascarella, Ernest T.; Blaich, Charles

doi:10.1080/00091383.2013.764257

Cited by 80 publications

(63 citation statements)

References 0 publications

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“…Given what we know about writing development, such inquiries will likely give a limited and bleak picture of student learning since the testing situation is divorced from the instructional context. The Wabash National Study of Liberal Arts Education found no relationship of standardized scores to student learning (Pascarella, 2007). Such inquiries will highlight seeming deficiencies in student learning, and by inference in the teachers who instruct them.…”

Section: Measurementioning

confidence: 97%

Toward a validational framework using student course papers from common undergraduate curricular requirements as viable outcomes evidence

Kelly-Riley

2015

Assessing Writing

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Section: Measurementioning

confidence: 97%

Toward a validational framework using student course papers from common undergraduate curricular requirements as viable outcomes evidence

Kelly-Riley

2015

Assessing Writing

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“…Using information supplied by each institution, we weighted the sample to adjust for response bias by institution, sex, race, and ACT score. Additional details of sampling, data collection procedures, and instrumentation used in the WNS can be obtained online (Pascarella, 2007).…”

Section: Methods Sampling and Data Collectionmentioning

confidence: 99%

Do Fraternities and Sororities Inhibit Intercultural Competence?

Martin¹,

Parker²,

Pascarella³

et al. 2015

csd

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This study explored the impact of fraternity and sorority affiliation on students’ development of intercultural competence over four years of college at 11 institutions. Prior research admonishes fraternities and sororities for being largely heterogeneous organizations that detract from institutional efforts to create a culturally competent student body. In the present study, fraternity and sorority members did not differ from their unaffiliated peers on their development of intercultural competence during college. Implications for higher education and student affairs practice and intercultural competence among fraternity/sorority communities is discussed.

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“…The SRLS has been shown to discriminate between involved and non-involved undergraduate students in community service, student organizational membership, formal leadership programs, and positional leadership roles (Dugan, 2006). Additional research by (Rubin, 2000) has demonstrated that undergraduates identified as "emerging student leaders" tend to score significantly higher on the SRLS congruency, collaboration, common purpose, citizenship, and change scales than a control group of students not identified as "emerging student leaders" (Pascarella & colleagues, 2007).…”

Section: Dependent Variablementioning

confidence: 99%