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As students are bearing an increasing proportion of the costs of their participation in higher education, increasing attention has been paid nationally and internationally to the issue of what higher education does for its students. What do students gain from engaging in higher education, and how might this be accurately measured? This volume explores the latest thinking, research and practice on this topic from across the globe. Acknowledging that institutions of higher education, along with national governments and international organizations, are closely concerned with the answers to these questions, the authors demonstrate how it is critically important to be able to demonstrate convincingly and transparently how students have progressed, and what measurable skills and knowledge they have acquired.

Prioritising your studies, social life, and everything in between all while looking after yourselfcan be tricky!Written by Clinical Psychiatrist Dr Lauren Callaghan, this illustrated guide will help you to stay on top of things and harness useful organisational tools so you can successfully navigate your way through the unique pressures and opportunities that student life brings.Complemented by insights from real students, the book is easy-to-read, convenient to carry with you, and a valuable toolkit for sustained confidence and structure. Stay Organised While You Study is the ultimate companion for school leavers planning ahead for university, as well as a handy addition for those already in higher and further education.

It's All Good (Unless It's Not) explores frequent sources of undergraduate mental distress and the steps students can take to meet those challenges head-on.

This book provides a comprehensive overview of different dimensions that influence university students, such as social factors (including the indigenous perspectives, social identity and mental health, depressive symptoms in university, the helicopter parenting, the change in family relations and adoptions of healthy/unhealthy behaviors while in college); individual aspects that influence this population (like personal autonomy or entrepreneurial intent) and major problems faced by students (like alcohol consumption or the challenge of writing a thesis). This book is a must read for college administrators, teachers and researchers as tips, best practices, and lessons learned are applicable to any academic department seeking to improve learning environment of their students. The contributors to this book are associated with colleges and universities from nine different countries, from four continents. The authors have a broad range of educational and professional experience and offer unique insights into the wide variety of methods utilized to design and provide new understandings regarding college students.

Este nuevo libro de Ander-Egg revela, a lo largo de todo un desarrollo, que es más valiosa una pequeña acción que las grandes ideas y las mejores intenciones. En otras palabras: lo que trata de poner de manifiesto es que las ideas sólo cobran vida en la medida que se pasa a la acción. Cuatro grandes cuestiones a lo largo de otros tantos capítulos: - en primer lugar, analiza las cualidades que configuran una personalidad con capacidad operativa; - introduce, en otro capítulo, una idea que tiene muchas implicaciones prácticas: cómo aplicar la inteligencia emocional en el trabajo y en las relaciones interpersonales; - considera, asimismo, el trabajo en equipo como un aspecto sustancial para mejorar la capacidad operativa dentro de las organizaciones a través del trabajo en equipo; - por último, explica el proceso de resolución de problemas y de toma de decisiones, que tiene una centralidad más discutible para llevar a la acción ideas y las decisiones que se toman en una organización.

Student Engagement in Higher Education fills a longstanding void in the higher education and student affairs literature. In the fully revised and updated edition of this important volume, the editors and chapter contributors explore how diverse populations of students experience college differently and encounter group-specific barriers to success. Informed by relevant theories, each chapter focuses on engaging a different student population, including: low-income students, students of color, international students, students with disabilities, LGBT students, religious minority students, student-athletes, homeless students, transfer students, commuter and part-time students, adult learners, student veterans, and graduate students. The forward-thinking, practical strategies offered throughout the book are based on research and the collected professional wisdom of experienced educators and scholars at two-year and four-year institutions of higher education. Current and future faculty, administrators, and student affairs staff will undoubtedly find this book complete with fresh ideas to reverse troubling engagement trends among various college student populations.

Learning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced. There is substantial evidence that students in higher education have a characteristic way of learning, sometimes called their learning orientation (Biggs 1988), learning style (Evans et al. 2010) or learning pattern (Vermunt and Vermetten 2004). However, recent research in the field of student learning has resulted in multi-faceted and sometimes contradictory results which may reflect conceptual differences and differences in measurement of student learning in each of the studies. This book deals with the need for further clarification of how students learn in higher education in the 21st century and to what extent the measurements often used in learning pattern studies are still up to date or can be advanced with present methodological and statistical insights to capture the most important differences and changes in student learning. The contributions in the book are organized in two parts: a first conceptual and psychological part in which the dimensions of student learning in the 21st century are discussed and a second empirical part in which questions related to how students'learning can be measured and how it develops are considered. Areas covered include: Cultural influences on learning patterns Predicting learning outcomes Student centred learning environments and self-directed learning Mathematics learning This indispensable book covers multiple conceptual perspectives on how learning patterns can be described and effects and developments can be measured, and will not only be helpful for ‘learning researchers'as such but also for educational researchers from the broad domain of educational psychology, motivation psychology and instructional sciences, who are interested in student motivation, self-regulated learning, effectiveness of innovative learning environments, as well as assessment and evaluation of student characteristics and learning process variables.

Developing the Global Student addresses the question of how students of higher education can emerge from their university life better equipped to dwell more effectively, ethically, and comfortably amidst the turmoils of a globalizing world. It does this from a number of theoretical perspectives, illustrating the nature of the personal and educational challenges facing the individual student and the teaching professional.The book explores the massive social changes wrought by the technologies and mobilities of globalization, particularly how present and future generations will relate to, work with and dwell alongside the global other. It outlines a range of social, psychological and intercultural perspectives on human tendencies to seek out comfort among communities of similitude, and illustrates how the experience of life in a global era requires us to transcend the limits of our own biographies and approach university education as a matter of knowledge deconstruction and identity reconstruction, rather than reproduction.This book brings these considerations directly into the daily business of higher education by drawing out the implications for practice at a number of levels. It examines: the implications of a globally interconnected world and individual biographies for the design of the curriculum; a holistic view of learning in the context of the need to develop the global self; what the impact on non-academic practice will be if universities as institutions are to enable these changes; ways in which the broader student community can transform to offer an experience which is more supportive of the development of global selves. Linking theoretical perspectives to present a model of learning as change, this book will be of great interest to those working in higher education, and particularly to anyone involved in policy design and the delivery of the student experience.

A Chronicle of Higher Education “Top 10 Books on Teaching” SelectionWinner of the Virginia and Warren Stone PrizeConstrained by shrinking budgets, can colleges do more to improve the quality of education? And can students get more out of college without paying higher tuition? Daniel Chambliss and Christopher Takacs conclude that the limited resources of colleges and students need not diminish the undergraduate experience. How College Works reveals the surprisingly decisive role that personal relationships play in determining a student's collegiate success, and puts forward a set of small, inexpensive interventions that yield substantial improvements in educational outcomes.“The book shares the narrative of the student experience, what happens to students as they move through their educations, all the way from arrival to graduation. This is an important distinction. [Chambliss and Takacs] do not try to measure what students have learned, but what it is like to live through college, and what those experiences mean both during the time at school, as well as going forward.”—John Warner, Inside Higher Ed

Moving to college can be exciting, yet daunting. High school seniors leaving their childhood homes and heading to college receive lots of advice--from parents, siblings, counselors, and, of course, online. Even so, the guidance they will find in'#MOVING OUT tweet'presents unique value. That's because this new book represents the collective firsthand experience of four college students with rich and diverse experiences and with genuine intent to help out young people taking their first steps away from home. The authors--Santa Clara University students Gabrielle Jasinski, Eliza Lamson, Elizabeth Wassmann, and Hannah Miller--understand and respect the all-too-common dilemmas of college freshmen. How do I cook? What do I cook? Who will do my laundry? Where do I go when I just need a hug? Addressing these basics first, the authors then move on to provide guidance that goes beyond the essentials and actually focus on enriching and adding breadth to the college experience. Young college students themselves, the authors know that the unknown can be frightening. No matter how excited students might be to move to college, it is totally understandable to feel a tinge of nerves. And students are not the only ones feeling nervous; parents feel anxiety, too. It is clear that the authors understand this, because they address parental concerns with skill and empathy.'#MOVING OUT tweet'follows a six-step progression, starting with the pre-move period (typically the senior year of high school) to the long-term--the four years of college and beyond. Written in the easy-to-absorb tweet format, the book will help students to familiarize themselves with many aspects of this new world away from home. Parents too will find immediate value in this book, as it helps their children make a smoother, easier transition to college life. Ultimately, this book will work as a support system for students during and after the big move and will provide answers to the questions that come up during this time of intense change and excitement.'#MOVING OUT tweet'is part of the THiNKaha series whose slim and handy books contain 140 well-thought-out quotes (tweets/ahas).

The information in this book was gathered from scholars and students at colleges across the nation: two-year, four-year, private, public, large, and small. Aspects from each are tied together with the common theme every first-year student expressed: they needed help. We're going to help by telling you the story of Jake, a first-year student at T.H.E. University. He is about to experience many of the obstacles first-year students encounter. Your first year will be full of challenges, questions, and opportunities. In an hour or so, you'll be ready.

Description based on print version record.

This volume is concerned with the question of how the United States educates and utilizes its intellectually gifted youth. It examines the manpower system from the point of view of supply and demand. It brings a deep understanding of the set of interrelated forces that determine the education and utilization of trained manpower.