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Holistic student learning has been a hallmark of U.S. higher education since the early 20th Century when the American Council on Education (ACE) published the "Student Personnel Point of View" (SPPV) in 1937, reaffirming time and again that learning happens both inside and outside of the classroom. To consider students' holistic development, various scholars and organizations have developed learning taxonomies and learning outcome frameworks. The Council for the Advancement of Standards in Higher Education (CAS) provides tools and resources to guide the development of holistic learning and development outcomes that employers and higher education professionals wish to see in college graduates. CAS consists of a consortium of experts from various areas of higher education engaged in developing standards for professional practice as well as resources for self-assessment for functional areas of student support in higher education. Based in holistic learning and incorporating 47 functional areas involved in student learning and development, the CAS Standards serve as a validated, reliable resource in this data-driven, accountability-focused higher education environment. CAS Standards align with multiple other learning frameworks, are endorsed by higher education organizations and associations, and have multiple uses in research, evaluation, and assessment of student engagement, learning, and development. This paper explores how the CAS learning domains and dimensions can be used to identify and achieve various division-level or functional unit goals, to advance self-assessment, and to inform institutional effectiveness.

This issues paper, one of a series of eight, is intended to distill formative evaluation questions on topics that are central to the development of the higher and further education information environment in the United Kingdom. The topic of this first issues paper is a conceptual framework that can help members of a project (information resource) development team discuss and clarify key issues about how the resource on which they are working is intended to help students learn. This paper offers two aids to thinking about student learning: a set of four images of learning and a set of six characteristics of learning. Of the four images (passive reception, learning as discovery, learning as knowledge deficit and accrual, and learning as guided construction), the last one fits best with current scientific ideas about learning. "Guided construction" gives the learner an active part in learning in a way that resembles the discovery approach while acknowledging the important role of external guidance. Six characteristics of good learning are that learning is: (1) active; (2) cumulative; (3) individual; (4) self-regulated; (5) goal-oriented; and (6) situated (in a social and physical context). Project developers should consider these aspects of learning when planning a resource. (Contains 10 references.) (SLD)

This briefing paper offers a selection of existing statements about the aims of an undergraduate education. It is neither a complete survey nor necessarily representative of all institutions. These examples provide some of the best and most clearly articulated statements of goals for student learning. The emphasis of this collection is on learning goals rather than curricular design, focusing on the "what" of learning rather than the "how." Sixteen statements, 12 from individual campuses and 4 from other sources, are included in the briefing paper. They tend to focus on communication, critical thinking and problem solving, ethical issues, quantitative reasoning, and other values-related concepts. (SLD)

In conjunction with the preparation of the second draft of the National Panel report of the Greater Expectations National Panel, a panel of the Association of American Colleges and Universities, this paper presents lists of promising practices for higher education change. The first section contains lists of pedagogical and institutional practices to advance student achievement. Pedagogical practices include those that center on complex cognitive development, field-based learning, integrative learning, and assessment. Teaching practices that motivate and challenge students and institutional arrangements to advance achievement are outlined. Section 2 contains a list of pedagogical and institutional practices to advance student achievement in chart form, linked to outcomes from the National Panels draft report. These focus on the learner who is enabled, informed, and responsible. Section 3 contains some suggestions of pedagogical and institutional practices from sources close to Greater Expectations, including the Greater Expectations Project on Accreditation and Assessment and a selection from "General Education: The Changing Agenda" by Jerry Gaff, published in 199 by the Association of American Colleges and Universities. (SLD)

This study sought to measure what factors contribute to the learning and personal development of traditional and new majority students at six metropolitan institutions: University of Alabama, Birmingham; University of Louisville (Kentucky); Wichita State University (Kansas); University of Lowell (Massachusetts); Cleveland State University (Ohio); and University of Toledo (Ohio). The study used the College Student Experiences Questionnaire (CSEQ) to solicit information on student effort (involvement), student perception of their campus environment, and how much students believe they have gained in certain areas. Demographic information was also obtained on year-in-school, age, and enrollment status. The total number of subjects was 3,084. Results of factor analysis suggested the following conclusions: (1) learning gains of traditional-age full-time students and new majority students are affected by institutional environmental factors and student involvement factors; (2) learning gains are influenced by age and enrollment status; (3) age and enrollment status interact with each other and with involvement and environmental factors to affect gains in learning and personal development. Three appendixes contain CSEQ scales. Includes 21 references and 1 table. (JB)

Based on the work of the European University Association (EUA) Learning & Teaching Initiative and the outcomes of the 1st European Learning & Teaching Forum, this paper underlines the importance of learning and teaching (L&T) as a core mission and responsibility of universities. Student learning needs and success must remain at the centre of universities' educational mission. Building on this message, the position paper argues for a creative, active and innovative learning environment that is research-based and open to adapt to the changing needs of students and society. To support such endeavours, the paper emphasises the need to better recognise teaching as central to the academic profession, to institutionalise L&T enhancement through a broad-based and clear institutional strategy, and to further explore European and international cooperation on the topic. Above all, the paper advocates for sufficiently autonomous and funded universities that allow further development and implementation of high-quality L&T.

This paper discusses the many benefits of student research in college. The process of conducting research provides students the opportunity to learn about the research process, and going through the research process allows students to gain organizational and networking skills. Student research gives faculty members the opportunity to pursue their discipline while honing their teaching skills. Research experience, presentations, and publications by students are valued by employers and graduate schools. A side effect is that the student becomes a better consumer of research. An added benefit may be the opportunity to attend conferences and the learning possible in a conference situation. (Contains 13 references.) (SLD)

Research approaches to the complex issues related to college teaching and learning are discussed. Topics covered include: research itself (why improvement is needed, potential targets for improvement, types of research, and an integrated strategy for productive research); the learning activity; the teaching activity; learners; teachers; organization of postsecondary teaching and learning; and defining what is to be learned. Summary observations are offered that suggest complex interrelationships among mode of learning, method of teaching, learner attributes, teacher attributes, and organizational context. Recommendations are presented: (1) greater support should be provided for basic research, broader field testing, and improved translation for institutional researcher use; (2) institutional research offices should broaden their mission to include the translation and field testing functions; (3) policy researchers need to weigh more heavily basic studies and related field tests; and (4) both institutions and governmental agencies need to sponsor carefully structured evaluation research. (LB)

This paper depicts a perceptual picture of learning analytics based on the understanding of learners and teachers at the SSU as a case study. The existing literature covers technical challenges of learning analytics (LA) and how it creates better social construct for enhanced learning support, however, there has not been adequate research on whether learners and teachers understand the significance of LA and how they can utilise it for enhancement of learning and teaching. This qualitative study helps to shape understanding of an LA initiative based on one university, but with implications for other universities. Shared stakeholders' understanding of LA with an institutional strategic priority supported by a collaborative delivery would ensure a successful implementation of LA. [For the complete proceedings, see ED579395.]

This paper describes a questionnaire for exploring university students' approaches to learning statistics and investigates the approaches of more than 200 psychology students studying statistics. The Approaches to Learning Questionnaire (ALSQ) consists of two scales indicating deep and surface approaches to learning respectively. Three underlying factors of the Deep Scale were found by factor analysis. The first related to interest in learning statistics, the second denotes how personally meaningful the students found the topic, and the third factor relates primarily to relational understanding. The Surface Scale items indicate assessment as the primary focus. The results show that most of the surveyed students tended to adopt surface approaches to learning statistics. The paper outlines the relationships between students' approaches to learning statistics and other variables such as their willingness or reluctance to study statistics and performance in assessments. Four clusters of students were identified. The cluster profiles indicate markedly different orientations to and outcomes of learning statistics. The study raises issues concerning the teaching and learning of statistics as a service course. Three appendixes contain the instrument and two factor matrices. (Contains 2 figures and 22 references.) (Author/SLD)

"Thermal comfort" (TC) -- how comfortable or satisfied a person is with the temperature of her/his surroundings -- is one of the key factors influencing the "indoor environmental quality" of schools, libraries, and offices. We conducted an experiment to explore how TC can impact students' learning. University students (n = 25) were randomly assigned to different temperature conditions in an office environment (25[degrees]C [right arrow] 30[degrees]C, or 30[degrees]C [right arrow] 25[degrees]C) that were implemented using a combination of heaters and air conditioners over a 1.25 hour session. The task of the participants was to learn from tutorial videos on three different topics, and a test was given after each tutorial. The results suggest that (1) changing the room temperature by a few degrees Celsius can stat. sig. impact students' self-reported TC; (2) the relationship between TC and learning exhibited an inverted U-curve, i.e., should be neither too uncomfortable nor too comfortable. We also explored different computer vision and sensor-based approaches to measure students' thermal comfort automatically. We found that (3) TC can be predicted automatically either from the room temperature or from an infra-red (IR) camera of the face; however, (4) TC prediction from a normal (visible-light) web camera is highly challenging, and only limited predictive power was found in the facial expression features to predict thermal comfort. [For the full proceedings, see ED599096.]

This paper describes two studies designed to examine the effect of instructional analogy training on the level of comprehension of 10 advanced physiological concepts. In the first study, 161 college students received instruction either with or without analogies. Levels of student performances were compared across three conditions: (1) concept lessons only, including definitions and examples for each concept; (2) similar concept lessons, but with an analogy included for each concept; and (3) analogy concept lessons with additional prompts guiding analogy use. In the second study, immediate and delayed comprehension of 94 college students was compared between groups receiving concept lessons with and without analogies. Results showed significantly higher scores of comprehension, both immediately and after the delayed period, for those students who had received the analogies. Moreover, students receiving analogies reported higher levels of perceived lesson enjoyment. Results are discussed in terms of the prescriptive use of analogies within instructional materials and future research possibilities. Two graphs compare performances. (Contains 75 references.) (Author/SLD)

There is a growing body of literature about "community" in learning, or "cohorts" of learners, but there is relatively little empirical evidence about what these communities and cohorts might be. This paper reviews the literature, recognizes variations in meaning in discussions of community, and takes the first steps toward a model that describes and frames some of these issues in postsecondary education. The model presented is embedded in the concept of student "Connections," whether defined as "cohorts,""task groups,""Communities,""collaborative partnerships," or other entities. The model seeks to account for the many formal and informal ways that students connect as learners in and out of the classroom. The model is merely suggestive; there are not yet enough data to explain student learning connections fully. The suggestive model demonstrates the interrelationships and processes that launch connective learning situations. Communities of learners may begin purposely through an administrative structure or by student initiative. This model goes further by examining three elements related to connections among students in educational settings: (1) processes that initiate connections; (2) occurrences within connections; and (3) outcomes of connections. A figure illustrates the proposed model. (Contains 40 references.) (SLD)

This paper investigates the joint effects of intrinsic and extrinsic goals on college students' learning in an introductory psychology course, a biology course, and several social science courses. The study questioned whether higher levels of motivation lead to better student performance. College students were surveyed using the Intrinsic Goal Orientation and Extrinsic Goal Orientation scales of the Motivation Strategies for Learning Questions (MSLQ). Results indicate that students with a medium level of extrinsic motivation are more likely to perform well (in terms of their course grades) than students with either lower or higher levels of extrinsic motivation. Students who combined high intrinsic motivation with medium extrinsic motivation achieve particularly well. The paper suggests that teachers need not eliminate all motivation for good grades in order to achieve both cognitive and lifelong learning goals. (Contains 10 references and one table.) (JDM)

Undergraduate students often leave statistics courses not fully understanding how to apply statistical concepts (M. Bonsangue, 1994). In order to enhance student learning and improve the understanding and application of statistical concepts, an elementary statistics course was transformed from a lecture-based course into one that integrates technology with active and collaborative learning methods. The redesigned course is more student-centered than instructor-centered. Students have one session each week in a large group meeting, and two sessions in a computer laboratory. The organizing center for the new course is a Web site developed by the institutions Center for Academic Computing. The effect of these changes was evaluated using a combination of pre- and postcontent knowledge tests for 340 students in the traditional format and 140 in the new design. The overall result of these changes shows that student performance on the content test was higher in the redesigned classes than in the traditional course. (Contains 4 tables, 4 figures, and 18 references.) (SLD)

This study tested the Adult Distance Study through Computer Conferencing (ADSCC) model developed by D. Eastmond (1994) to determine if learner readiness, online features, and computer mediated communication (CMC)-related learning approaches are associated with learner satisfaction in an academic computer conference. Participants were 50 students from 5 universities who participated in an inter-university virtual conference and completed the research instrument. All three variables were correlated with learner satisfaction, and online features emerged as the best predictor of learner satisfaction. Results indicate interrelationships between the three variables. The ADSCC model was a good predictor of learner satisfaction, and it provided a useful framework for understanding learner satisfaction by showing how to categorize the different components that influence satisfaction in an academic computer conference. The study also examined learner profiles for those who were more satisfied and less satisfied with the computer conference. (Contains 4 tables and 22 references.) (Author/SLD)

This study sought to determine the extent to which instructional processes characterized by cognitive complexity influence the development of general cognitive abilities during the first, second, and third years of college. The sample for the study consisted of incoming first-year students at 18 four-year and 5 two-year colleges and universities located in 16 states chosen to represent differences in colleges and universities nationwide on a variety of characteristics, including institution type and control, size, location, student residence patterns, and student ethnic distribution. Initial data was collected in fall 1992 from 3,840 students at 23 institutions; three follow-up data collections were done in spring 1993, 1994, and 1995. Controlling for factors such as precollege cognitive ability and academic motivation, ethnicity, gender, socioeconomic status, age, college experiences, work responsibilities, and pattern of courses taken, the extent to which students reported instructor use of higher-order questions on examinations, assignments, and in classroom discussions was significantly and positively associated with end-of-year cognitive development for each year of the study. Additional analyses suggested that the net cognitive impact of the instructional processes were general rather than conditional. Four data tables are appended. (Contains 25 references.) (CH)

A model of assisting students in the transition to university education is presented that takes a developmental approach. This Integrated Development of English Language and Academic Literacy and Learning (IDEALL) model recognizes that all students need to develop new or more sophisticated academic skills for the new environment and that the most effective way of assisting students is to integrate instruction in both generic and discipline-specific academic skills inside the curriculum. The model revolves around collaboration between discipline and learning developmental academics in the production of learning materials tailored to the needs of the curriculum and the provision of subject-based workshops that are team taught by staff from the discipline and the learning development unit. Data from two case studies of the IDEALL approach are presented. One case describes the use of the IDEALL approach in an Introduction to Management course, and the other describes the approach taken with approximately 350 students in an introductory biology course. Data from these studies suggest that the model can increase the learning outcomes achieved by students substantially. (Contains 8 references.) (SLD)

Concern for the quality of undergraduate education and its graduates has been a recurring topic of conversation in the literature and the workplace. Student involvement has been identified as a major factor that contributes to improvement in student learning. Recent emphasis on the need for excellence in higher education has increased the use of assessment as a tool for achieving and measuring the quality of student learning. Quality circles have been used in the workplace as a means of increasing quality and productivity; however, their use in undergraduate classroom has been limited. The purpose of this paper is to report the use of the quality circle technique (student management team) in an undergraduate course. This exploratory pilot study describes the effects of a student management team (four volunteers) on student learning and student satisfaction in a Medical/Surgical nursing course for approximately 40 students. End of semester student evaluations indicated increased student ownership of the course, student satisfaction with both the course and their mastery of course content, and a positive perception of faculty concern with their learning. (Contains 13 references.) (Author/SLD)

A study explored the structures of language learners' beliefs about learning in general, or epistemological beliefs, and their beliefs about language learning in particular. Subjects, 97 college students learning Japanese at various levels in midwestern universities, completed a 132-item belief questionnaire. Factor analyses identified four dimensions of general epistemological beliefs that are comparable to those found in by M. A. Schommer in earlier studies, and 6 dimensions of language learning beliefs. Although there were some significant correlations, these belief dimensions were for the most part uncorrelated, which indicates that students' general epistemological beliefs and language learning beliefs can be characterized as a complex system consisting of multiple independent dimensions. (Contains 31 references and 5 tables of data.) (Author/RS)

Courses, curriculum, and classrooms can be designed to affirm students in their adulthood, empowering them to draw on their experiences, interests, and self-motivation to learn. Starting at the introductory level and continuing through specialty courses and electives, critical thinking, learning contracts, self-directed learning, and sharing experiences and knowledge can be empowering and exciting experience for both student and professor. Examples of these methods are presented for an introduction to psychology course that is an interdisciplinary course on the meaning of life and social psychology. (SLD)

This paper presents results from a number of trials of a new approach in assessing student conceptions in physics and changes in these conceptions over time. The goal was to explore the potential of Personal Construct Psychology and its central tool, Repertory Grid Technique, to aid in the diagnosis of learner difficulties and eventually the prescription of instructional interventions in science education. The Repertory Grid traces a portrait of the set of an individual's constructs with respect to a given set of elements. It can be used in a computerized form in which an individual identifies distinguishing elements of constructs. The feasibility of the technique in studying physics was evaluated with three subjects of varying expertise (a college student, a college teacher, and a doctoral student in physics). This preliminary study led to trying the technique with a high school student who assembled five grids to reveal concept understanding. A second trial with seven students also supported the usefulness of the approach in revealing deficits in students' conceptual understandings. (Contains 7 grid figures and 26 references.) (SLD)

This study examines whether students' constant focus on meeting teacher expectations might cause students to see themselves as producers of products for someone else, rather than as learners. Four researchers asked elementary, middle, high school, and university students to describe their experience of classrooms, listening for patterns that would reveal how the need for teacher approval makes them feel about each other and about their work. The researchers also engaged in systematically trying out methods of teaching and assessing learning in which the teacher's role is primarily that of facilitator and in which students evaluate themselves. Findings suggest that participation in "teacher pleasing" interferes with genuine student intellectual, social, and moral growth. Students operate under pressure to please the teacher rather than construct their own meaning out of the classroom experience. They become competitive with each other as they carefully stay within the safe boundaries of right answers. Weaning students from those concerns seems to be harder in direct proportion to the number of years of socialization in "teacher pleasing" and harder if the paradigm shifts only in one class. Implications for teacher educators are discussed. Appendixes contain guidelines given to university students, and university students' definitions of "good" and "bad" as they relate to the classroom environment. (Contains approximately 90 references.) (JDD)