ERIC Number: ED404939
Record Type: RIE
Publication Date: 1996-Dec
Reference Count: N/A
Realizing the Potential: Improving Postsecondary Teaching, Learning, and Assessment.
Ratcliff, James L.; And Others
This report summarizes research findings on the improvement of postsecondary teaching, learning, and assessment. It was found that 2-year and 4-year institutions provided relatively equal cognitive gains for students after the initial year, and that African American students attending historically black colleges or universities showed comparable first-year cognitive gains to their counterparts attending predominantly white institutions. It was also found that the most influential experiences in noncontent learning for students involved human interactions with other students and faculty. Active student involvement in their own learning (through collaborative learning, internships, and meaningful work-study) brought students greater learning effectiveness. Research indicated that while faculty are innovative and adjust their teaching styles to accommodate students' needs, little reward exists in the system for such investment. Faculty who spent more time on research and publishing and less time on teaching earned the highest salaries. It is concluded that faculty, administrators, and state legislators need to welcome diversity, assess student development to show pathways to improvement, and support efforts to encourage, educate, and assist new faculty to become skilled and proficient at curriculum planning, instruction, and advising. (Contains 70 references.) (MDM)
Descriptors: Access to Education, College Faculty, College Instruction, College Role, College Students, Community Colleges, Educational Improvement, Educational Policy, Educational Research, Higher Education, Instructional Effectiveness, Learning, Minority Groups, Outcomes of Education, Student Development, Student Evaluation, Universities
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.