Significant Learning Experiences and Ignatian Pedagogy: A Case Study of Curricula, Academic Practices, and Graduate Outcomes in Jesuit Universities' Honors Programs

Autor/in	Pampel, Robert
Titel	Significant Learning Experiences and Ignatian Pedagogy: A Case Study of Curricula, Academic Practices, and Graduate Outcomes in Jesuit Universities' Honors Programs
Quelle	(2017), (226 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3553-4973-3
Schlagwörter	Hochschulschrift; Dissertation; Catholics; Church Related Colleges; Honors Curriculum; Outcomes of Education; Learner Engagement; Case Studies; Qualitative Research; Taxonomy; Teaching Methods; Institutional Mission; Religious Education; Interviews; Administrator Attitudes; Educational History; Models; College Graduates; Metacognition; Religious Factors; College Freshmen; College Seniors; National Surveys; Student Surveys; Curriculum Development; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Katholik; Kirchliche Hochschule; Lernleistung; Schulerfolg; Case study; Fallstudie; Case Study; Qualitative Forschung; Taxonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Interviewing; Interviewtechnik; History of education; Bildungsgeschichte; Analogiemodell; Hochschulabsolvent; Hochschulabsolventin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerbefragung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	This qualitative, multisite case study used Dee Fink's taxonomy of significant learning as a lens through which to examine the curricular structure, academic practices, and graduate outcomes for honors programs at Jesuit colleges and universities in the United States. Special attention was given to the distinctive quality of Ignatian pedagogy and Jesuit mission to determine if these elements served as complementary or confounding variables in the application of Fink's model. Eight Jesuit honors programs were selected for the study. For each, curricular documents available publicly or made available to the researcher were analyzed to identify themes related to structure, sequencing, the Jesuit mission, and Fink's taxonomy. Directors of each selected program were also interviewed and surveyed to learn more about program history, guiding curricular philosophy, graduate outcomes, and aspects of the Jesuit mission evident in the program. Additional insight related to graduate outcomes was gained by analyzing the results of the National Survey of Student Engagement for four of eight participating institutions. For each data source, the researcher engaged in a process of lean coding whereby emergent themes were identified, codified, and refined in an iterative fashion. This research identified various themes related to Jesuit honors programs' curricular structure and graduate outcomes and concludes that Fink's model provides an appropriate model to frame an honors curriculum. The researcher concludes that a program's Jesuit mission enriches Fink's model by conflating his understanding of the human dimension with other elements of the taxonomy in distinctly Jesuit ways related to the educational apostolate and the Ignatian model of critical self-reflection. Recommendations for the use of Fink's taxonomy for curriculum development and assessment are made, as well as suggestions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01