CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Minding the Gap: Using an Applied Research Center to Improve Student Learning
Tác giả
Smell A.; Packard J.
Năm xuất bản
2019
Source title
Journal of Applied Social Science
Số trích dẫn
2
DOI
10.1177/1936724419826620
Liên kết
Tóm tắt
Universities are under increasing pressure both internally and externally to demonstrate student learning outcomes generally and in the liberal arts and social sciences specifically. Internally, students and others often complain about the lack of direct connection between what they learn in the classroom and what happens, or what they perceive happens, in the real world. In addition, universities are often required to demonstrate to state and federal authorities the value of liberal arts and social science education. In this study, we use in-depth interviews to demonstrating the value of an Applied Research Center (ARC) to help communicate value to stakeholders, close learning gaps, and foster university-community partnerships. Our findings suggest that an ARC can play an integral role in reinforcing student learning outcomes, increasing student career success, and establish disciplinary value to a variety of constituents. © The Author(s) 2019.
Từ khóa
diversity; higher education; racial differences
Tài liệu tham khảo
Adamuti-Trache M., Hawkey C., Schuetze H.G., Glickman V., The Labour Market Value of Liberal Arts and Applied Education Programs: Evidence from British Columbia, The Canadian Journal of Higher Education, 36, 2, (2006); Agresto J., The Liberal Arts Bubble, Academic Questions, 24, 4, pp. 392-402, (2011); Ballard C., Daniel B., What Skills Are Important? A Replication, Journal of Applied Social Science, 10, 1, pp. 67-79, (2016); Bandini J., Shostak S., Cunningham D., Cadge W., Assessing Learning in a Sociology Department: What Do Students Say that They Learn?, Assessment & Evaluation in Higher Education, 41, 3, (2016); Bills D.B., Applying Workplace Models of Learning in Social Science Computer Labs, Journal of Applied Social Science, 2, 2, pp. 66-76, (2008); Birdsall T.J.A., Community Voice: Community Partners React on Service Learning, The Journal for Civic Commitment, Published by the Community College National Center for Community Engagement, (2015); Bonwell C.C., Eison J.A., Active Learning: Creating Excitement in the Classroom, (1991); Bradburn N.M., Townsend R., Fuqua C., Garnett J., The State of the Humanities 2018: Graduates in the Workforce & Beyond, (2018); Bransford J., Brown A.L., Cocking R.R., How People Learn: Brain, Mind, Experience, and School, (1999); Chin J., Senter M.S., Spalter-Roth R., Love to Teach, but Hate Assessment?, Teaching Sociology, 39, 2, (2011); Coulter S.E., Using the Retrospective Pretest to Get Usable, Indirect Evidence of Student Learning, Assessment & Evaluation in Higher Education, 37, 3, (2012); Gerstenblatt P., Community as Agency: Community Partner Experiences with Service Learning, Journal of Community Engagement and Scholarship, 7, 2, pp. 60-71, (2014); Gullion J.S., Ellis E.G., A Pedagogical Approach to Action Research, Journal of Applied Social Science, 8, 1, pp. 61-72, (2014); It Takes More Than A Major: Employer Priorities for College Learning and Student Success, (2013); Hirsch M.L., Quartaroli T.A., Many Hats: The Methods and Roles of the Program Evaluator, Journal of Applied Social Science, 3, 2, pp. 73-80, (2009); Holbrook A., Chen W.-Y., Building Research Capacity in a Mobile Psychiatric Rehabilitation Program: Service Learning in a University-Agency Collaboration, Journal of Applied Social Science, 11, 2, (2017); Hollway M.C., A Comparison of the Impact of Two Liberal Arts General Education Core Curricula on Student Humanitarian Values, The Journal of General Education, 54, 3, (2005); Humphreys D., Employment Outcomes in the Four-Year Sector: The Value of Liberal Arts Degrees, Change, 46, 3, pp. 64-66, (2014); Jakubowski L., McIntosh M., Resistance versus Transformation: Exploring the Transformative Potential of High-Impact Service-Learning Experiences, Partnerships:A Journal of Service-Learning and Civic Engagement, 9, 1, pp. 44-55, (2018); Korsching P.F., Peter G., Graduate Student Professional Development in Applied Sociology Courses through Group Research Projects, Journal of Applied Social Science, 1, 2, pp. 19-28, (2007); Lehnerer M., Accredited Programs: Models for Training the Next Generation of Social Change Agents, Journal of Applied Social Science, 2, 2, pp. 85-94, (2008); McKinney K., Naseri N., A Longitudinal, “Descriptive Study of Sociology Majors: The Development of Engagement, the Sociological Imagination, Identity, and Autonomy., Teaching Sociology, 39, 2, pp. 150-164, (2011); McPherson M.S., The Economic Value of a Liberal Arts Education, About Campus: Enriching the Student Learning Experience, 3, 4, pp. 13-17, (1998); Paino T.D., The Reflective Practitioner: The Role of a Public Liberal-Arts University in Saving Liberal Education, On the Horizon, 22, 1, pp. 72-74, (2014); Pedersen D.E., White F., Using a Value-Added Approach to Assess the Sociology Major, Teaching Sociology, 39, 2, (2011); Rowen C., So Much More than Salary: Outcomes Research in the Liberal Arts, New Directions for Institutional Research, 2016, 169, pp. 51-60, (2016); Sandahl J., Preparing for Citizenship, Journal of Social Science Education, 14, 1, (2015); Skinner D., Lawson D., An Opportunity to Remind Students of the Value of a Liberal Arts Education: Integrating Liberal Arts into an Advertising Course, Marketing Education Review, 16, 1, pp. 79-84, (2006); Spalter-Roth R., Sociologists in Research, Applied, and Policy Settings: Bringing Professionals in from the Cold, Journal of Applied Social Science, 1, 2, pp. 4-18, (2007); Spalter-Roth R., Senter M.S., Stone P., Wood M., ASA’s Bachelor’s and beyond Survey, Teaching Sociology, 38, 4, (2010); Spalter-Roth R., Van Vooren N., Mixed Success Four Years of Experiences of 2005 Sociology Graduates, (2010); Stolley K.S., Collins T., Clark P., Hotaling D.E., Takacs R.C., Taking the Learning from Service Learning into the Postcollege World, Journal of Applied Social Science, 11, 2, (2017); Tubbs N., The Value of the Arts, Journal of Philosophy of Education, 47, 3, (2013)
Nơi xuất bản
SAGE Publications Inc.
Hình thức xuất bản
Article
Open Access
All Open Access; Bronze Open Access
Nguồn
Scopus