Literaturnachweis - Detailanzeige
| Autor/inn/en | Hoffman, David; Perillo, Patty; Calizo, Lee S. Hawthorne; Hadfield, Jordan; Lee, Diane M. |
|---|---|
| Titel | Engagement versus Participation: A Difference that Matters |
| Quelle | In: About Campus, 10 (2005) 5, S.10-17 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1086-4822 |
| DOI | 10.1002/abc.143 |
| Schlagwörter | Higher Education; Campuses; Time on Task; Student Participation; Academic Achievement; College Students; Motivation; Citizen Participation; Maryland |
| Abstract | Engagement has become a buzzword in higher education. Research by Alexander Astin, George Kuh, and others has demonstrated that engagement in campus life contributes to students' learning, increases their satisfaction with their college experiences, and reduces the likelihood that they will drop out. The kind of engagement that transforms a person is more than mere participation. It is risk-taking, spontaneous, socially supported, heart-pounding co-creation. Some campuses, the University of Maryland Baltimore County (UMBC) for one, are taking small steps to foster this kind of engagement. Knowing the characteristics of intensely engaging experiences raises the enticing prospect that colleges can intentionally create environments that are conducive to passionate engagement. Rather than promoting engagement primarily through programs and publications, campuses could inspire students by transforming their entire experience. The prospect might seem far-fetched, but the payoff--students who are better connected and increasingly involved on campus and more deeply invested in their own learning and growth--could be significant. This article describes this vision and how it is being practiced at UMBC. (Contains 13 notes.) (ERIC). |
| Anmerkungen | Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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