Perceptions of collegiate student learning

Cardinal Scholar

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dc.contributor.advisor McConkey, Douglas F. en_US
dc.contributor.author Wall, Andrew F. en_US
dc.coverage.spatial n-us-in en_US
dc.date.accessioned 2011-06-03T19:37:24Z
dc.date.available 2011-06-03T19:37:24Z
dc.date.created 1996 en_US
dc.date.issued 1996
dc.identifier LD2489.Z72 1996 .W35 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/185536
dc.description.abstract This examination describes the perceptions of faculty, student affairs professionals and students in regard to what students should learn as a result of college and what means are important for collegiate student learning. Some similarities and significant differences are found between groups as well as within groups in relation to what students should learn and how they learn. All three groups were found to place importance on the acquisition of critical thinking and communication skills as an outcome of college attendance. Faculty were found to place more-importance on in class skills and competencies when compared to student affairs professionals or students. All three groups identify traditional in class means of learning as significantly more important than out of class learning within the college environment.
dc.description.sponsorship Department of Secondary, Higher, and Foundations of Education
dc.format.extent ii, 69 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Education, Higher -- Aims and objectives -- Public opinion. en_US
dc.subject.lcsh Learning -- Philosophy -- Public opinion. en_US
dc.subject.lcsh College students -- Indiana -- Attitudes. en_US
dc.subject.lcsh College administrators -- Indiana -- Attitudes. en_US
dc.subject.lcsh College teachers -- Indiana -- Attitudes. en_US
dc.title Perceptions of collegiate student learning en_US
dc.description.degree Thesis (M.A.)
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1020187 en_US


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  • Master's Theses [5318]
    Master's theses submitted to the Graduate School by Ball State University master's degree candidates in partial fulfillment of degree requirements.

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