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Descriptors:
College Curriculum; Internship Programs; Educational Principles; Program Descriptions; Transitional Programs; Articulation (Education); Seminars; Humanistic Education; Student Centered Curriculum; Program Effectiveness; Outcome Measures; Teaching Methods

Abstract:
In an earlier issue of this journal, the authors described a capstone course, Internship, that both "caps" the undergraduate experience and functions as a "bridge" to the world beyond college. Here, they describe a sequel to that course, Advanced Internship, which both extends and enhances the "capping" and "bridging" experiences. The bridging function of the course is especially profound. The principles on which Advanced Internship is based apply to a variety of academic courses and disciplines. Impact of the course on students' learning and confidence is high; costs for implementing the course are low. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Statistics; Formative Evaluation; Introductory Courses; Student Evaluation; College Students; Academic Achievement; Student Attitudes

Abstract:
College instructors often provide students with only summative evaluations of their work, typically in the form of exam scores or paper grades. Formative evaluation, such as classroom assessment techniques (CATs), are rarer in higher education and provide an ongoing evaluation of students' progress. In this article, the author summarizes the use of CATs in an undergraduate introductory statistics course and presents data indicating that students believe CATs increased their understanding of material and benefited their academic performance. With minor revision, these CATs can be effectively used in other disciplines. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Teacher Attitudes; Teacher Effectiveness; Lecture Method; Beliefs; Undergraduate Students; College Faculty; Questionnaires; Student Evaluation of Teacher Performance; Teacher Characteristics

Abstract:
To what extent do students and teachers hold similar beliefs about excellent teaching? Do differences in beliefs have practical implications (e.g., how students rate their teachers on end-of-semester evaluation forms)? In Study 1, undergraduate students (N=414) and faculty members (N=128) responded to questionnaires assessing their perceptions of an excellent discussion leader, lecturer, or instructor. Participants judged items that contributed to a Structure composite as more characteristic of excellent lecturers than excellent discussion leaders and items that contributed to a Process composite as more characteristic of excellent discussion leaders than excellent lecturers. Results for students and teachers showed several systematic differences. In Study 2,278 students and their course teachers rated the characteristics of a hypothetical excellent lecturer. In addition, students rated the effectiveness of their individual teachers. Students' ratings of their teachers were higher when students and teachers agreed on their perceptions of characteristics of excellent lecturers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; College Instruction; College Students; Communication Skills; Discussion (Teaching Technique); Higher Education; Interpersonal Relationship; Leadership Qualities; Lecture Method; Profiles; Student Attitudes; Teacher Behavior; Teacher Student Relationship; Teaching Skills

Abstract:
Study profiled excellent lecturers and discussion leaders from the perspective of 30 undergraduate students. As predicted, level of instructor interpersonal skills, focus on student personal/professional growth and on encouraging independent thinking/research were rated highly and considered more characteristic of excellent discussion leaders than of excellent lecturers; they rated preparation and focus on factual learning as more characteristic of excellent lecturers. (Author/MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Discussion (Teaching Technique); Higher Education; Student Attitudes; Student Participation; Student Reaction; Teacher Background; Teacher Behavior; Teacher Characteristics; Teacher Influence; Teacher Student Relationship; Teaching Methods

Abstract:
Reports on a study of 64 university faculty and 1,706 students on the relationship between teacher self-disclosure and student classroom participation. Finds that teacher self-disclosure is positively associated with students' willingness to participate in class discussions. Calls for further research. (CFR)

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Descriptors:
Basic Writing; College Preparation; College Students; Developmental Studies Programs; Higher Education; Program Effectiveness; Program Evaluation; Psychology; Student College Relationship; Teacher Student Relationship; Writing Laboratories

Abstract:
Theorizing that college is a cross-cultural experience for all students and faculty, examines students' experiences in completing a psychology paper and explores the ways a Psychology Writing Lab (PWL) served as mediator for instructor and student. Indicates that students in the PWL procrastinated less, chose more appropriate articles, understood more, and wrote better than their peers. (MAB)

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Descriptors:
Cooperative Learning; Counselor Training; Experiential Learning; Group Activities; Group Dynamics; Higher Education; Student Attitudes; Student Evaluation; Student Motivation; Student Projects; Workshops; Writing Assignments

Abstract:
Reports on a collaborative learning project in which college-level counseling students designed and presented workshops on therapeutic intervention. Finds workshops stimulated more personal involvement with the topic and individual written papers ensured that all shared the workload. Concludes that workshops prepare students for collaborative experiences they will encounter as counseling professionals. (CFR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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