ERIC Number: ED394442
Record Type: RIE
Publication Date: 1994
Redesigning Higher Education: Producing Dramatic Gains in Student Learning. ASHE-ERIC Higher Education Report No. 7.
Gardiner, Lion F.
This monograph reviews empirical studies on various aspects of higher education relating to the effectiveness of instruction in regard to four areas: curriculum, instruction, campus psychological climate, and academic advising. After an introduction, the first section describes the development of critical skills, how these skills develop, and the conditions believed necessary to produce them. The following four sections examine the four core areas central to student development and the contribution research suggests they now make to the development: (1) curriculum (methods, the intellectual climate of the classroom, students' involvement, effects of the curriculum); (2) instruction (classroom tests and grades); (3) the campus climate (integration into the campus community, commuter and part-time students, students involvement with faculty, and minority group members); and (4) academic advising (developmental advising, the necessity for training in advising, and evaluation, recognition, and reward of advising). The next three sections describe opportunities for dramatic gains in students' learning, examining evidence about the relative capacity of students to learn at a very high level; describing seven specific changes which can improve students' learning, and addressing issues of leadership, management, and professional development. The final section presents a vision and a challenge to develop a new kind of community on campus. (Contains approximately 650 references.) (DB)
Descriptors: Academic Advising, Achievement Gains, College Curriculum, College Instruction, College Outcomes Assessment, Competency Based Education, Educational Environment, Educational Quality, Evaluation Methods, Grading, Higher Education, Instructional Effectiveness, Knowledge Level, Minimum Competencies, Organizational Climate, Outcomes of Education, Student Development, Student Evaluation
ERIC Clearinghouse on Higher Education, One Dupont Circle, N.W., Suite 630, Washington, DC 20036-1183 ($18 plus $3.75 postage).
Publication Type: ERIC Publications
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Association for the Study of Higher Education.; ERIC Clearinghouse on Higher Education, Washington, DC.; George Washington Univ., Washington, DC. Graduate School of Education and Human Development.; New Jersey Inst. for Collegiate Teaching and Learning, South Orange.
Note: For a digest of this report, see HE 029 135.