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ERIC Number: ED580657
Record Type: Non-Journal
Publication Date: 2017
Pages: 226
Abstractor: As Provided
ISBN: 978-0-3553-4973-3
Significant Learning Experiences and Ignatian Pedagogy: A Case Study of Curricula, Academic Practices, and Graduate Outcomes in Jesuit Universities' Honors Programs
Pampel, Robert
ProQuest LLC, Ph.D. Dissertation, Saint Louis University
This qualitative, multisite case study used Dee Fink's taxonomy of significant learning as a lens through which to examine the curricular structure, academic practices, and graduate outcomes for honors programs at Jesuit colleges and universities in the United States. Special attention was given to the distinctive quality of Ignatian pedagogy and Jesuit mission to determine if these elements served as complementary or confounding variables in the application of Fink's model. Eight Jesuit honors programs were selected for the study. For each, curricular documents available publicly or made available to the researcher were analyzed to identify themes related to structure, sequencing, the Jesuit mission, and Fink's taxonomy. Directors of each selected program were also interviewed and surveyed to learn more about program history, guiding curricular philosophy, graduate outcomes, and aspects of the Jesuit mission evident in the program. Additional insight related to graduate outcomes was gained by analyzing the results of the National Survey of Student Engagement for four of eight participating institutions. For each data source, the researcher engaged in a process of lean coding whereby emergent themes were identified, codified, and refined in an iterative fashion. This research identified various themes related to Jesuit honors programs' curricular structure and graduate outcomes and concludes that Fink's model provides an appropriate model to frame an honors curriculum. The researcher concludes that a program's Jesuit mission enriches Fink's model by conflating his understanding of the human dimension with other elements of the taxonomy in distinctly Jesuit ways related to the educational apostolate and the Ignatian model of critical self-reflection. Recommendations for the use of Fink's taxonomy for curriculum development and assessment are made, as well as suggestions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Survey of Student Engagement