HomePublicationsThe Undergraduate Experience Chapter 2: Learning Matters Book MenuThe Undergraduate Experience ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 7Chapter 6Chapter 8About the Authors More from the authors Reviews and Press Buy in PrintISBN: 978-1-119-05074-2May 2016 | Jossey-Bass Chapter 2 discusses practices and approaches that give students the best possible opportunities to learn—not the superficial learning that is often the product of just showing up to class and turning in assignments, but the deep and meaningful learning that will stay with students for a lifetime. These practices yield significant student learning among traditional college students but are also even more effective with students who have historically been underserved on college campuses. Action Principles [Download PDF] Take institutional responsibility for student learning. Create opportunities for learning in and out of the classroom. Recognize the complexity of meaningful learning. Help students integrate learning experiences. Promote and reward learning for everyone at the institution. Questions for Reflection [Download PDF] What is your role in student learning at your institution? How do you, and your institution, measure your effectiveness? What areas for improvement do you see in your efforts? What can you do to be more effective? What pedagogies or programs at your institution create engaging and integrated learning? How can you make these programs even more effective? How can you make these programs available to more students? How do you currently, or how might you, use the essential elements of high-impact practices to develop powerful learning experiences for students both in and outside the classroom? Where is integrative learning most likely to occur at your campus? What could you do to support more integrative learning for students, faculty, and staff? How does your institution, and how do you, respond to struggle and failure? What can you do to create a climate where failure can be a step toward learning? What actions can you take to incorporate this way of thinking into your own work and into programs and systems at your institution? How is learning promoted and rewarded for faculty and staff at your institution? What are some creative new ways that learning could be supported? What can you do to learn more and to contribute more to your peers’ learning? Share:
