Undergraduate Education

Use and Users of Digital Resources: A Focus on Undergraduate Education in the Humanities and Social Sciences, by Diane Harley, Jonathan Henke, Shannon Lawrence, Ian Miller, Irene Perciali, and David Nasatir

Diane Harley
Jonathan Henke
Shannon Lawrence
Ian Miller
Irene Perciali
David Nasatir

A “build it and they will come” approach to many university digitization initiatives has precluded systematic investigations of the demand for these resources. Those who fund and develop digital resources have identified the general lack of knowledge about the level and quality of their use in educational settings as pressing concerns. The purpose of our research was to map the universe of digital resources available to undergraduate educators in a subset of users in the humanities and social sciences (H/SS), and to examine how understanding use and users can benefit the integration of...

Report: Civic and Academic Engagement in the Multiversity: Institutional Trends and Initiatives at the University of California, Proceedings of University of California Symposium held June 10, 2005

Proceedings of University of California Symposium held June 10, 2005

Civic engagement is moving to the forefront of higher education discussions as universities seek ways not only to intensify students’ learning experiences but also to forge stronger links with the communities they are meant to serve. Within the University of California system, there are already multiple examples of service-learning, university-community partnerships, and volunteer initiatives.

In June 2005, faculty, academic staff, and student representatives from across the University of California system gathered at a symposium held on the Berkeley campus to discuss and analyze...

What Do We Know About Students' Learning and How Do We Know It? By K. Patricia Cross

K. Patricia Cross

The instruction that we provide, the intellectual climate that we create, and the policy decisions that we make should all start with the question, "But will it improve students' learning?" Basic to any answer is the state of our knowledge about learning. A spate of recent research has resulted in comprehensive and lengthy reviews of surveys of research on student learning; the current model for coping with this information explosion is ever-tighter syntheses and distillations. These "principles" could in turn be summarized as a grand meta-principle that might say something like this: “...