The rapid change that higher education is undergoing is impacting all of the core mission elements: teaching and learning, research, service, and engagement with the external world (e.g., community engagement and health care delivery). Navigating this environment requires understanding of the underlying dynamics, with particular attention to how…

The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational…

The relationship between course work and general learning at Stanford University (California), Mills College (California), and Ithaca College (New York) was studied. The study used the Differential Course Work Patterns (DCP) Project faculty survey and Cluster Analytic Model (CAM) to link course work to student assessment. The study examined what…

Ways in which faculty and students think and learn are defined and a new concept of undergraduate teaching is presented that involves the continuous interaction of professors and students. The book is the result of two projects conducted by the authors between 1978 and 1987 that involved 15 institutions, including DePauw University, Ohio Wesleyan…

Empirical studies of the connection between humor and learning indicate that humor can increase student attention and interest. Presentation of humorous material involves skills that can be learned through practice, and faculty development programs for teachers to acquire these skills should be made available. (MSE)

The Faculty Development in Computers Project (FDIC) at the University of Northern Iowa creates an on-going support structure for faculty involved in the process of incorporating computer technology into their personal and professional activities. Specifically, the FDIC facilitates development of broadly defined computer literacy among teacher…

This volume explores the academic issue: what is knowledge and what gives it its authority. The book makes three related points: (1) colleges and universities must think of themselves not as stores of knowledge but as institutions of reacculturation; (2) college and university professors must view themselves not as purveyors of information but as…