The purpose of this study was to examine the effects of a short-term time management training programme on perceived control of time and perceived stress. The sample of 177 freshmen was randomly assigned to a time management training (n?=?89) and an active control group (CG) (n?=?88). We expected that an increase in external demands during the…

Achievement goal orientations are important for students' ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students' mastery goal orientation. The TARGET framework is one example of…

Students succeed in college by engaging with faculty, peers, and the community. Institutional leaders can utilize organizational learning strategies to learn what works to support civic learning outcomes and student success.

This chapter proposes a simple framework, "orthogonality," to help clarify what stakeholders think about learning in college, how we assess outcomes, and how clear assessment methods might help increase confidence in returns on investment.

High-impact learning practices can connect varied elements of the college environment to create a more coherent educational experience that facilitates student learning.

The objective of this study was to verify the structure of a model of how surface approach to studying is influenced by the trait variables of motivation and metacognition and the state variables of avoidance coping and evaluation anxiety. We extended the model to include: (1) the investigation of the relative contribution of the five…

Interprofessionalism involves learning from faculty members in different professions and is gaining popularity rapidly in health care. Every college campus has a wide variety of experts specifically educated in areas associated with good educational practices. This chapter describes the many ways in which faculty members from different…

The present study investigated multidimensional motivation and engagement among Chinese middle school students in Australia (N?=?273), Hong Kong (N?=?528), and Mainland China (N?=?2106; randomly selected N?=?528). Findings showed that a multidimensional model of motivation and engagement fit very well for all three groups. Multi-group invariance…

Carl Williams writes in this article that effective teachers possess a repertoire of critical skills associated with student achievement. As one might expect, these skills relate to planning, implementing, and evaluating instruction. However, there is one indispensable component that is not a skill in the traditional sense; nonetheless, it is an…

This chapter reviews institutional approaches to blended learning and the ways in which institutions support faculty in the intentional redesign of courses to produce optimal learning. The chapter positions blended learning as a strategic opportunity to engage in organizational learning.

This chapter highlights a variety of ways researchers use learning theories with respect to different stakeholder groups. The chapter brings together common themes across these areas and proposes ways to use these ideas for future research on learning.

Learning is a core part of all forms of higher education work. College leaders of all kinds--administrators, staff, faculty, and students--must know how to seek out and support the wide array of learning that can go on in colleges and universities.

Interpersonal and transdisciplinary collaboration can facilitate and amplify the benefits of learning. Drawing from ideas presented throughout this volume, this culminating chapter describes ways to enhance collaborative learning within and among various stakeholder groups.

In the past 20 years, scholars and practitioners have committed to measuring the cognitive outcomes of education. In this chapter, the author assesses the movement that focuses on cognition, to the exclusion of other outcomes. An identity-based framework is offered as an alternative.

This chapter applies the concept of narrative identity to college student development. The authors describe a narrative interview method that can be used to promote the development of a purposeful life story in the college years.