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Showing 1 through 4 of 4 records.
2009 - American Sociological Association Annual Meeting Pages: 34 pages || Words: 12277 words || 
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1. Arum, Richard., Roksa, Josipa. and Velez, Melissa. "Learning to Reason and Communicate in College: Findings from the CLA Longitudinal Study" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Hilton San Francisco, San Francisco, CA, Aug 08, 2009 Online <APPLICATION/PDF>. 2020-02-22 <http://citation.allacademic.com/meta/p305973_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study reports findings from a new endeavor following over 2,300 students at 24 institutions over time to examine learning in higher education, as assessed by the Collegiate Learning Assessment (CLA). We identify a broad set of individual, social and institutional factors associated with learning in higher education, including academic preparation, social engagement, employment, fields of study, and institutional climates. Following, we examine CLA performance of different groups of students, including students from racial/ethnic minority groups, less advantaged family backgrounds, non-English speaking homes, and racially segregated high schools. Results indicate that traditionally disadvantaged groups of students have lower performance on the CLA measures when they first enter college, and often learn less over time, than their more advantaged peers. High school preparation and institutional differences in learning account for a substantial portion of these gaps. Reported findings have implications for advancing knowledge on student learning as well as for developing policies to promote learning and reduce social inequality in higher education.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 376 words || 
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2. Hartwell, Ash. and Cordner, Tracy. "Presentation 3:A Training Approach for Supporting USAID’s CLA Framework" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, <Not Available>. 2020-02-22 <http://citation.allacademic.com/meta/p1217390_index.html>
Publication Type: Roundtable Paper
Abstract: In the first two presentations, panelists explained the CLA approach and its relevance to the education in crisis and conflict context, described a theoretical and research framework for analyzing organizational change, and briefly addressed a number of actions USAID is taking to build organizational capacity within the Agency and implementing partners to adopt this approach. This presentation will look more deeply at a specific methodology USAID is employing to support this institutional change.

Through the Education in Crisis and Conflict Network (ECCN), a community of practice initiated to “promote knowledge generation and sharing among practitioners, policy makers and researchers related to Goal 3 of the USAID Education Strategy”, USAID is conducting a number of workshops to help Education Officers and implementing partner staff gain and apply knowledge and skills to better design, procure, manage and evaluate education programs for the unique challenges of conflict- and crisis-affected contexts. Thus far, three workshops have been conducted—in Nigeria, Ethiopia, and Thailand—with much success. Participants have included USAID Education Officers, Ministry of Education officials, implementing partner staff, and others.

Behavioral and organizational change requires practice and is a continuous iterative process. To this end, these workshops are designed largely as a simulation—attendees assume roles to “try out” new approaches to oversee education programming. Simulation is particularly useful as an adult learning tool to support participants in adopting new behaviors, as well as to support organizations in modifying their organizational culture. Simulation can allow participants to think creatively about situations they encounter regularly, help them gain a better understanding of the relationship of education and crisis and conflict contexts, and practice new skills in a safe environment. Through the simulation format, participants can:

• Learn from fellow participants’ perspectives and experience, and incorporate these insights into their own thinking on education strategies in crisis and conflict-affected environments;
• Experience the consequences of strong (or poor) program decision-making in simulated time and contexts;
• Learn to work with feedback loops to adapt program strategy and actions in response to specific contexts and social change.

This presentation will describe the design used by USAID-ECCN in these workshops. It will explore the different ways the workshops were contextualized to meet the needs of participants, and describe some of the challenges and successes of using a simulation methodology for supporting organizational change.

2015 - DSI Annual Meeting Pages: unavailable || Words: unavailable || 
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3. Smith, Suzanne. "Understanding the Collegiate Learning Assessment (CLA+) as a Measure of Critical Thinking" Paper presented at the annual meeting of the DSI Annual Meeting, Sheraton Seattle Hotel, Seattle, Washington, Nov 21, 2015 Online <APPLICATION/PDF>. 2020-02-22 <http://citation.allacademic.com/meta/p1045070_index.html>
Publication Type: Abstract
Review Method: Peer Reviewed
Abstract: The Collegiate Learning Assessment (CLA+) seeks to measure critical-thinking and written-communication skills. Using scenarios with a document library of 5-7 articles, letters, charts, maps, or other resources, students evaluate the evidence presented and make judgments about the material. This presentation will discuss the costs and benefits of the CLA+.


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