Thriving in the Classroom

Schreiner, Laurie A.

doi:10.1002/abc.20022

Cited by 28 publications

(24 citation statements)

References 8 publications

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“…Students take more initiative for their learning when they perceive a subject matter as interesting and useful, and they perform better (Pintrich and De Groot 1990). Self-regulation and the likelihood that students will engage with a subject they enjoy outside the classroom increase learning (McKeachie and Svinicki 2006; Pintrich and De Groot 1990; Schreiner 2010).…”

Section: Active Learningmentioning

confidence: 99%

Using Facebook to Engage Learners in a Large Introductory Course

Dougherty

Andercheck

2014

Teach Sociol

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Classes of hundreds pose special challenges for teaching and learning. Notable among these challenges is the tendency for students to feel like anonymous spectators rather than active, collaborative participants. To combat this tendency, we used the popular social networking site Facebook to cultivate a sense of community among 200-plus students in an Introduction to Sociology course. The Facebook Group proved a powerful tool for community-building and learning. We describe our Facebook Group, present evidence of its benefits in the course, and discuss the pedagogical potential of social media.

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Section: Active Learningmentioning

confidence: 99%

Using Facebook to Engage Learners in a Large Introductory Course

Dougherty

Andercheck

2014

Teach Sociol

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“…This study used data from the 2017 Thriving Quotient. The Thriving Quotient is comprised of 24 survey items to measure students' thriving, which include academic, intrapersonal, and interpersonal aspects of student success (Schreiner, 2010a;2010b). Specifically, the concept of thriving is captured by its five subscales in the survey instrument: engaged learning, diverse citizenship, academic determination, positive perspective, and social connectedness.…”

Section: Data Source and Samplementioning

confidence: 99%

The Role of Academic Self-Confidence on Thriving among International College Students in the U.S. and Canada

Jones

Kim

2020

JUMP

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Set in the context of four-year colleges and universities in the United States and Canada, this study examined how the level of thriving differs for international students and their domestic peers, how the level of thriving differs across various subgroups within international students, and how academic self-confidence is associated with the level of thriving for international students. Using data from the 2017 Thriving Quotient, this study found that international students were less likely to thrive during their college years than their domestic peers and that Asian international students were less likely to thrive than their international peers of other racial groups. Findings also suggested that academic self-confidence was significantly and positively related to international students’ thriving during their college years.

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“…Engaged Learning occurs when students are meaningfully processing the material, making connections between what they already know or are interested in and what needs to be learned (Schreiner 2010b). They are focused and attentive to new learning opportunities and actively think about and discuss with others what they are learning.…”

Section: Student Thrivingmentioning

confidence: 99%

“…In short, they are energized by the learning process. The second of the key domains, Academic Determination, is necessary to academic thriving (Schreiner 2010b). Here it is not just about the motivation to engage in learning, but is also about the behaviours and attitudes that enable students to push through challenging times and persist in reaching their academic goals.…”

Section: Student Thrivingmentioning

confidence: 99%

Reimagining The Future of Design Education: Nurturing Mindsets and Skillsets in Students

Pritchard¹

2019

Insider Knowledge - Proceedings of the Design Research Society Learn X Design Conference, 2019

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This paper reveals the outcomes of an investigation to develop a radical manifesto for the future of creative design and media higher education. The result was the development of a manifesto (Mindsets and Skillsets) that sought to profoundly redefine how creative design and media education could be delivered. At its heart, the manifesto attempts to create the optimum environment for students to thrive in education, careers and through life. Ravensbourne University began a review of its portfolio of courses and academic delivery in May 2016. This provided a unique opportunity to evaluate the existing programme delivery philosophy along with the practices and models of a range of international creative educational contexts, and to review relevant literature and practice. Using a combination of the Double Diamond design-thinking approach and a grounded theory-light research methodology this study gathered data from international college visits, pedagogic conferences, literature reviews around student learning, delivery modes and learning spaces, and a hosted symposium anchored by an international educational panel and a creative industries professional panel. The five resulting principles emerged from the analysis of the data and materials were identified as: Cultivate / where the whole person thrives; Collaborate / where disciplines evolve; Integrate / where education engages industry; Advocate / where purpose informs practice; and Originate / where creativity harnesses technology. This paper attempts to position the Mindsets and Skillsets Manifesto as a visionary, pragmatic and deliverable new model of creative higher education.

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Thriving in the Classroom

Abstract: How do we engage our students in their own learning process?In the second of a three-part series, Laurie Schreiner shares practical, research-based suggestions for fostering the curiosity and mindfulness of all of our students.

Cited by 28 publications

References 8 publications

Using Facebook to Engage Learners in a Large Introductory Course

Using Facebook to Engage Learners in a Large Introductory Course

The Role of Academic Self-Confidence on Thriving among International College Students in the U.S. and Canada

Reimagining The Future of Design Education: Nurturing Mindsets and Skillsets in Students

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