This article aims to unravel the intellectual lineage of student engagement in higher education (SEHE) from 1999 to 2024 through a comprehensive bibliometric analysis. Recognizing SEHE's multifaceted impact on learning and development, the study addresses the literature's lack of cohesion. The examination of 1,317 articles published in Scopus and…

The main idea skill presents a structure that is the basis of all kinds of understanding and narration activities. In this respect, while it covers all language skills, it also lays the groundwork for all learning levels and lessons because people communicate through meaning transfer. Therefore, the importance of main idea teaching is not limited…

British historian Max Beloff's "An Historian in the 20th Century: Chapters in Intellectual Autobiography" is discussed and his many interests examined, including his scholarly preoccupation with Great Britain, Russia, and the United States; his approach to the study of history; and his establishment of a university in Britain, funded…

Examines the concept of intellectual development, focusing on how differences in writing reflect different developmental models, such as those developed by Piaget and Vygotsky. Discusses the consequences of developmental models on theories of composition and the function of narrative. (MM)

Several theories of sequential changes in intellectual functioning during adolescence and adulthood are addressed in this article. Methodological difficulties of testing these theories through longitudinal research are summarized. Educational implications of the Reflective Judgment Theory on research in intellectual development during college…

Examines intellectual and metacognitive development of 300 male college students in a longitudinal design. Although the change in Dualism and Relativism confirmed previous research, Commitment, Empathy, and metacognitive measures followed a V-shaped discontinuous path. Intellectual and metacognitive development was found to vary with academic…

An unfolding model was selected for the scores on the Scale of Intellectual Development to take into account that, for stage-based instruments, agreement with a statement first increases as the student approaches the stage represented by the statement, then decreases as the student progresses beyond that stage. (Contains 21 references.) (Author)

Policies and procedures focusing on students as learners and as agents of their own development should be considered as a new framework for student affairs professionals. Explores the contradictions faced by student affairs professionals and suggests a model for facilitating development of individuals, groups, and the community. (MKA)

Responds to Myra Kogen's article, "The Conventions of Expository Writing" (JBW; v5 n1). Discusses several misunderstandings about models of intellectual development. Argues that developmental schemes are useful when interpreted cautiously, but risky if used to classify a student's intellectual development. (MM)

Review of research on the academic performance and intellectual ability of adult college students provides evidence to reject two common stereotypes of adult students: (1) that they lack basic skills for effective studying, and (2) that they are impaired in studying by intellectual deficits associated with the normal process of aging. (MSE)

Traces evolution of the medieval university's role in providing professional education. Argues that medieval universities evolved from two types of institutions--guilds and cathedral schools--into institutions that offered training in intellectual professions (theology, medicine, and law) but required prior mastery in liberal arts. The European…

The link between writing and the development of reasoning abilities, and implications for the college curriculum are discussed. The developmental models/theories of Piaget, Kohlberg, Gilligan, and Perry are described. Perry identifies a level of cognitive development called "dualism," which is a tendency to view the world in absolute,…

Findings of this three-year longitudinal study, based on 172 African American students, suggest that attendance at an historically Black college significantly enhances the intellectual growth of African American students. The findings held for both standardized, objective measures of reading comprehension, and for self-reported measures of gains…

Presents a literature review which confirms the positive benefits of higher education for knowledge acquisition, and for intellectual, social, personal, and career development. (JAC)

Seldom are college students introduced to theories that describe how they and other students change intellectually during their college years. Two epistemological perspectives on cognitive development in college students and how they can be presented to students are examined in this paper. The first perspective is William Perry's forms of…