The thirty-two readings that comprise this source book are concerned with the student in college. Focusing on the connections between students' intrapersonal and interpersonal processes, the selections include recent, provocative theoretical efforts, scholarly analyses, and reports of empirical research. A number of the articles are published here for the first time. Intended primarily for use in undergraduate and graduate courses in educational psychology, sociology of education, and social psychological foundations of education. This work will also provide an excellent supplementary textbook for courses in social psychology, socialization, culture and personality, the sociology (psychology) of youth, and numerous new courses devoted specifically to higher education that are currently being added to college curricula

College and Student: Selected Readings in the Social Psychology of Higher Education (International Series of Monographs in Natural Philosophy,)

Education & Teaching

Feldman, Kenneth A.

Higher & Continuing Education

Pergamon

This comprehensive review of classic and recent research in the area addresses issues from diverse theoretical and philosophical perspectives including educationist, feminist, humanistic, psychological, sociological, anthropological, and more. Each section includes quantitative and qualitative research, a separate introductory essay, research reports, literature reviews, theoretical essays, and practitioner-oriented articles.

Teaching and Learning in the College Classroom : Teaching and Learning in the College Classroom (Ashe Reader Series)

Paulsen, Michael B.

Paulson, Michael B.

PEARSON/LEARNING SOLUTIONS

Using as a framework the "theory of careers" developed by John L. Holland, the authors of this volume examine the patterns of student stability and change inherent in the college experience, as well as the variations in professional attitudes and behaviors of college faculty. Their goal is to learn more about what colleges and universities might do to facilitate the retention, satisfaction, and learning of their students.
For example, why should faculties split over student-oriented teaching strategies, one group favoring the formal, structured classroom, the other a freer, more spontaneous environment? Why do some undergraduates become independent thinkers with strong analytical, mathematical, and scientific competencies while others develop powerful interpersonal and group leadership skills?
Holland's theory--at its core a person-environment fit theory--assumes that there are six personality types and six analogous academic environments and that the educational persistence, satisfaction, and achievement of students are a function of the congruence or "fit" between students and their academic environments. The authors also assume that there are circumstances under which the environments of the major field exert more influence on students than do the students' own personality traits. Applying Holland's theory to distinctive clusters of academic disciplines, the authors have found that the answers to such fundamental questions as those asked above emanate from a basic understanding of the influences of academic disciplines and the manner by which they shape the patterns of thought and behavior of both college students and faculty.
Academic Disciplines will benefit researchers and graduate students who study college students and faculty, as well as administrators and policymakers responsible for the performance of colleges and universities.

Academic Disciplines: Holland's Theory and the Study of College Students and Faculty (Vanderbilt Issues in Higher Education)

History

Smart, John C.

Ethington, Corinna A.

Americas

Vanderbilt University Press

The impact of college on students (Jossey-Bass series in higher education)

Jossey-Bass

The Impact of College on Students

Newcomb, Theodore M.

Routledge

In this landmark work, Kenneth Feldman and Theodore Newcomb review and synthesize the findings of more than 1,500 studies conducted over four decades on the subject. Writing in 1991, Ernest Pascarella and Patrick Terenzini maintained that The Impact of College on Students not only provided the first comprehensive conceptual map of generally uncharted terrain, but also generated a number of major hypotheses about how college influences students. They also noted that Feldman and Newcomb helped to stimulate a torrent of studies on the characteristics of collegiate institutions and how students change and benefit during and after their college years from college attendance. The Impact of College on Students is now a standard text in graduate courses as well as a standard and frequently cited reference for scholars, students, and administrators of higher education. Much of what we understand about the developmental influence of college is based on this work.In a new introduction, Feldman outlines the background for the production of the book, points out the kinds of research that have been done since it was written, and elaborates on the "accentuation effect" posited in it. He also offers a sensitive statement on the different potentials of research designs and analyses derived from sociology and psychology.

This report uses a model that views various strategies for improving instruction as helping motivate individual faculty members to improve their teaching by changing (and maintaining) certian of their instructional attitudes and practices (through the process of unfreezing, changing, and refreezing certian attitudes and behaviors).

Taking Teaching Seriously: Meeting the Challenge of Instructional Improvement: ASHE-ERIC/Higher Education Research Report, Number 2, 1995 (Volume 24) (J-B ASHE Higher Education Report Series (AEHE))

Schools & Teaching

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