Session Information
22 SES 07 B, Teaching, Learning and Assessment in Higher Education
Paper Session
Contribution
The university experience involves a wide range of educational activities, both in and out of class. Educational research shows that college student’s development of social, relational and personal skills is closely related with their activities outside the classroom (Reason atall, 2007), with the nature of the course and with the student’s academic experiences (Pascarella & Terenzini, 2005). Student’s activities and institutional practices, such as cooperation among students, active learning, prompt feedback, student- faculty interactions, student’s participation in different educational practices, and an institutional environment perceived as inclusive, are related with higher levels of student engagement (Kuh, 2004, 2005; Pascarella & Terenzini, 2005).
Since ever, universities do play a central role in this domain that crosses the wide range on organizational experiences: from regular classes to student interactions with faculty and peers, from opportunities to engage in research activities to situations where we engage in conversations with different others, from out-of-class and extra-campus experiences to engagement in the civic society.
Considering the recent changes in European higher education, the so-called Bologna process, and its implications and challenges to the role of universities (Zgaga, 2009; Biesta, 2009), the main purpose of this study is to analyze the impact of both curricular and co-curricular activities in the development of student’s social and personal development during their college experience.
Zgaga (2009) identifies four archetypal models that broadly correspond to the historical functions of the university: the Napoleonic, predominantly emphasizing the role of the university in preparing students for their future professional roles; the Humboldtian, underlying the development of knowledge and research; the Newmanian, stressing the personal development of students; and the Deweyan, with a focus on community engagement and citizenship. These four functions – career development, promotion of knowledge and research, personal development and citizenship coexists today in contemporary visions of the role of higher education in Europe (Zgaga, 2009).
This paper focuses on the analysis of quantitative data from a study with students from integrated master courses of Engineering and Psychology, and considers how in- and out-of-class experiences are contributing to the development of student´s personal and social skills.
Method
Expected Outcomes
References
Biesta, G. (2009). What kind of citizenship for European higher education? Beyond the competent active citizen. European Educational Research Journal, 8, 2, 146-158. Cabrera, A.F., Colbeck, C.L. & Terenzini, P.T. (2001). Developing performance indicators for assessing classroom teaching practices and student learning: the case of engeneering. Research in Higher Education, 42 (3), 327-352. Kuh, G. D. (2004). The contributions of the research university to assessment and innovation in undergraduate education. In W. E. Becker and M. L. Andrews (Eds.), The scholarship of teaching and learning in higher education: The contributions of research universities. Bloomington, IN: Indiana University Press. Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J., & Associates (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass. Pascarella, E.T. & Terenzini, P.T. (2005). How college affects students. A third decade of research. San Francisco: Jossey-Bass. Reason, R.D., Terenzini, P.T., & Domingo, R. J. (2007). Developing social and personal competence in the first year of college. The Review of Higher Education, 30 (3), 271-299. Teixeira, P. M. (2004). Cidadania na Universidade: Um estudo das concepções e práticas de cidadania de estudantes da Universidade do Porto e sua relação com as experiências académicas e extra-académicas. Unpublisehd Master dissertation. FPCE-UP. Veiga, C. Sofia (2008). O impacto do envolvimento dos estudantes universitários em actividades extra-curriculares no empowerment e no desenvolvimento cognitivo-vocacional. Unpublisehd PhD dissertation. FPCE, University of Porto. Zgaga, P. (2009). Higher education and citizenship: ‘the full range of purposes’. European Educational Research Journal, 8, 2, 175-188
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.